Presented As A Partial Fulfillment of The Requirements For Theattainment of The Degree of

IMPROVING THE WRITING SKILLS OF RECOUNT TEXTS
BY USING PICTURE SERIES FOR THE EIGHTH GRADE

STUDENTS OF SMP MUHAMMADIYAH 2 KALASAN
IN THE ACADEMIC YEAR OF 2013/2014
A Thesis
Presented as a Partial Fulfillment of the Requirements for theattainment of the Degree of

Sarjana Pendidikan in English Language Education
Intan Wahyu Saputri
10202244066
ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2014
i
DEDICATION
This thesis dedicated to my parents Sarno, A.Md and Sri
Lejartiningsih who have always loved me unconditionally. This thesis
also dedicated for my husband to be Irvan Gilang Restiarto who never
stops loving and supporting me.
v
MOTTOS
“So which of the favors of your Lord would you deny?”
(Ar-Rahman: 13)
“No matter how hard the past You can begin again”
(Buddha)
“Habis gelap terbitlah terang.”
(RA. Kartini)
“Jangan takut akan bayangan. Hadapi!”
(Irvan Gilang Restiarto)
vi
ACKNOWLEDGMENTS
Alhamdulillahirobbil’alamin, the greatest praiseis only to Allah SWT, the

Almighty and the Merciful who never stop blessing me. Shalawat is also sent to
Prophet Muhammad SAW who had delivered the truth to human beings.
I would like to express my greatest gratitude to my supervisor, Dr. Agus
Widyantoro, M.Pd., who has guided, supported, motivated and given me valuable
suggestionsduring the process of writing this thesis.
I greatly appreciate the big family of SMP Muhammadiyah 2 Kalasan,
especially H. Surakhmad,S.Pd., the principal, Rohmeni Yustiningsih, S.Pd., the
English teacher and the students of Class VIII D for their support, cooperation and
participation.
My special thanks go to my beloved parents, Sarno, A.Md, and Sri
Lejartiningsih, and also my brother and sister, Very Fajar Saputro, S.Pd and Lely
Ardianti for their endless love, care, prayer, and motivation. My special thanks are
also devoted to my husband to be, Irvan Gilang Restiarto, for his never ending
prayer, love and sugestion.
A million thanks go to these amazing people Dwi Annisa and Dhanastri for
their support and help in writing this thesis; Danisia Puji Wahyuni, Amalia Izzati
Nur Shabrina,and Nita Listiyaningtyas for being my best friends; all my
classmates of class J English Education Department 2010for the togetherness and
priceless memories. Those people who cannot be mentioned one by one for the
support and help in completing this thesis.
I hope that this thesis is useful for the readers. However, I realize that this
writing is still far from being perfect. Therefore, any criticism, corrections, and
suggestions are appreciated.
Yogyakarta, October 20th, 2014
The Writer
vii
TABLE OF CONTENTS
TITLE PAGE ....................................................................................... i

APPROVAL SHEET ............................................................................ ii
RATIFICATION ................................................................................... iii
PERNYATAAN ...................................................................................... iv
DEDICATION ....................................................................................... v
MOTTOS ............................................................................................... vi
ACKNOWLEDGEMENTS.................................................................. vii
TABLE OF CONTENTS...................................................................... viii
LIST OF TABLES ................................................................................ xi
LIST OF FIGURES .............................................................................. xii
ABSTRACT ........................................................................................... xiii
CHAPTER I: INTRODUCTION
A. Background of the Study ................................................................. 1
B. Identification of the Problems .......................................................... 3
C. Limitation of the Problems .............................................................. 5
D. Formulation of the Problem ............................................................. 6
E. Objectives of the Research............................................................... 6
F. Significance of the Study ................................................................. 6
CHAPTER II:LITERATURE REVIEW

A. Theoretical Review
1. Writing
a. The Nature of Writing ........................................................... 8
b. The Writing Process .............................................................. 9
c. MicroSkills of Writing .......................................................... 11
2. Teaching Writing ...................................................................... 12
3. Teacing Writing in Junior High School ....................... ............ 13
viii
4. The Role of Media ................................................................... 15
5. Picture Series ............................................................................ 19
6. Recount Text ............................................................................. 20
B. Relevant Studies............................................................................... 21
C. Conceptual Framework .................................................................... 23
CHAPTER III:RESEARCH METHODOLOGY

A. Research Type ................................................................................. 25
B. Research Setting............................................................................... 26
C. Data Collection Instrument .............................................................. 27
D. Data CollectionTechnique................................................................ 28
E. Data Analysis Technique ................................................................. 29
F. Research Procedure .......................................................................... 30
G. ResearchValidity and Reliability ..................................................... 31
CHAPTER IV:FINDINGS AND DISCUSSIONS
A. Research Findings
1. The Reconnaisance .................................................................... 33
2. Report Cycle 1
a. Planning................................................................................. 39
b. Action and Observation ......................................................... 40
c. Reflection .............................................................................. 46
3. Report Cycle 2
a. Planning................................................................................. 47
b. Action and Observatiom........................................................ 48
c. Reflection .............................................................................. 52
B. Students’ Score ................. .............................................................. 54
C. Discussion ........................................................................................ 70
CHAPTER V: CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions ...................................................................................... 73
B. Implications...................................................................................... 73
C. Suggestions ...................................................................................... 75
ix
REFERENCES .................................................................................... 76
APPENDICES
A. Field notes ....................................................................................... 78

B. Interview Guidelines and Transcripts................................................ 90
C. Observation Checklist....................................................................... 103
D. Attendance List................................................................................ 113
E. Students’ score................................................................................. 114
F. Students' Work ................................................................................ 118
G. Course Grid ..................................................................................... 122
H. Lesson Plan ..................................................................................... 141
I. Photographs...................................................................................... 175
J. Permit Letters................................................................................... 178
x
LIST OF TABLES
page
Table 1 : Standard of Competence and Basic Competence of

Writing Skills for Junior High School Students Grade
VIII Semester 2 ............................................................. 15
Table 2 : Research Schedule in SMP Muhammadiyah 2 Kalasan.. 27
Table 3 : The Result of Writing Score in Pre-test ......................... 57
Table 4 : The Result of Writing Score in Cycle 1 ........................ 58
Table 5 : The Comparison of Students’ Mean Score in Five Aspects of
Writing in the Pre-test and Cycle 1 ..................................... 58
Table 6 : The Result of Writing Score in Cycle 1............................. 63
Table 7 : The Result of Writing Score in Cycle 2............................. 64
Writing in the Cycle 1 and Cycle 2 .................................... 64
Table 9 :The Result of Writing Score in Cycle 2............................ 67
Table 10 : The Result of Writing Score in the Post-test ................... 67
Writing in the Pre-test and the Post-test................................ 68
xi
LIST OF FIGURES
page
Figure 1 : The Writing Process Stages Called the Process Wheel... 10

Figure 2 : Kemmis and McTaggart Model..................................... 25
Figure 3 : The Example of Students’ Work in the Pre-test............ 36
Figure 4 : The Example of Students’ Work in the Pre-test............. 37
Figure 5 : The Example of Students’ Work in Cycle 1.................... 55
Figure 6 : The Example of Students’ Work in Cycle 1.................... 56
Figure 7 : The Students’ Mean Score in the Pre-test and Cycle 1... 59
Figure 8 : The Example of Students’ Work in Cycle 2................... 61
Figure 9 : The Example of Students’ Work in Cycle 2................... 62
Figure 10 : The Students’ Mean Score in Cycle 1 and Cycle 2........ 65
Figure 11 : The Example of Students’ Work in the Post-test........... 66
Figure 12 : The Example of Students’ Work in the Post-test........... 66
Figure 13 : The Students’ Mean Score in Cycle 2 and Post-test..... 69
xii
IMPROVING THE WRITING SKILLS OF RECOUNT TEXTS BY USING
PICTURE SERIES FOR THE EIGHTH GRADE STUDENTS OF SMP
MUHAMMADIYAH 2 KALASAN IN THE ACDEMIC YEAR OF
2013/2014
Intan Wahyu Saputri

10202244066
ABSTRACT
This research aims at improving the writing skills of the eighth grade
students of SMP Muhammadiyah 2 Kalasan in the academic year of 2013/2014
through picture series.
This study was action research that was conducted in two cycles. The first
cycle consisted of three meetings while the second cycle consisted of two
meetings. The subjects of the research were 30 students of VIII D of SMP
Muhammadiyah2 Kalasan. The data collected were qualitative but also supported
by quantitative data. The qualitative data were gained through observation and
interview. The data were in the form of field notes, interview transcripts, and
photographs. Meanwhile, the quantitative data were collected from four kinds of
writing tests. This research used five criteria of validity, namely democratic
validity,outcome validity, process validity, dialogic validity, and catalytic validity.
Furthermore, to enhance the trustworthiness of the research, the researcher
implemented two of four kinds of triangulations, namely time triangulation and
investigator triangulation.
The results of the research indicated that the use of picture series improved
the students’ skills in writing a recount text. The actions made significant
improvementsof the students’ writing in the aspects of content, organization,
language use, vocabulary, and mechanics. Moreover, by comparing the means of
eachscore from the pre-rest to the post-test, it can be concluded that all of the
score of each aspect increased. In reference to the students’ writing scores, the
students’ mean value for the contentis 3.55, for the organization is2.92, for the
vocabulary is 2.7, for the language use is 3.2, andfor the mechanics is 0.63. In
addition, the use of picture series was able to improve the students’ interest,
motivation, and attitudes toward the teaching and learning process.
xiii
CHAPTER I
INTRODUCTION
This chapter presents the background of study, identification of the
problem, limitation of the problem, formulation of the problem, objective of the
research and significance of the study.
A. Background of the Study
English is very important because it becomes a global or international
language that is used by people around the world to communicate each other.
English is implemented as a first or second language around the world. It means
that English is the main language in communication. It can solve the problem in
conversation with other people who have different background of cultures and
languages around the world. English can be implemented in science, business,
technology, and education.
In Indonesia, English is implemented as a foreign language. Indonesian
students learn English as a foreign language because it becomes a subject. Harmer
(2007:19) explained that “EFL described situations where students were learning
English in order to use it with any other English speaker in the world...” In this
case, students know well about the sentence patterns and diction and they should
be implemented in four skills, such as listening, speaking, reading, and writing.
As stated before, the EFL students should learn the four skills. One of the
two productive skills in learning English is writing. Writing skills have many
important aspects in the world. Some people use writing for communication
because people can interact with others not only by using spoken language but
1
2
also the written language. The writing skill is needed in modern communication
or high-technology. Then, the writing skill must be taught to and learned by
students from now to face the competition with other people in this global era.
Dealing with written language, the writing is the skill that is used to
explore the idea and other communication activities.Writing is categorizedas a
productive skill. Teaching materials and media are developed by teacher in
teaching and learning activities. Techniques and approaches to teach skills, in this
case, writingis influenced by the use of media. Therefore, the materials will give
more power to motivate the students to learn English. Then, students get the
interesting media and it will help them to learn English easily.
Learning media have a great influence in education system to explore
students’ ability. Teaching learning activities in the classroom have used learning
media to facilitate the teacher and students’ knowledge. In addition, learning
media must be suitable with the lesson plan that is used by teachers.
Teachers, as facilitators, must be well-prepared to teach students in front
of the class. Then, teachers give interesting things to support students learning
activities, especially when teachers teach writing. The media, such as pictures, can
be used as a guideline for students in completing a task.
A good writing was done with appropriate rules and principles that
applicable by teacher to teach students in writing. Furthermore, the use of media
and other learning kits can help students to select for the idea, grammatical
accuracy, vocabulary, and correct organization of contents.

3
The researcher foundthat there are some problems occurred in writing
process. Students have some problems to find the idea in writing. Then, students
often made some mistakes in grammatical errors in their writing. It is very
common when students write, because they were undeveloped in grammatical
mastery. Afterwards, they do not organize the sequence of paragraphs well.
Based on the observation in SMP Muhammadiyah 2 Kalasan, there are
some problems related to the learning materials were provided by the teacher. The
teacher used a coursebook in teaching writing and rarely usedpictures as media.
The media that were used by the teacher to support the teaching and learning of
writing were not sufficient. Furthermore, students hadlow motivation in
composing a story. They also faced a problem of vocabulary mastery. The activity
was done in an old fashioned way.
The focus of the research is that picture series technique could give the
students new feeling in learning writing. The students could feel interested and be
more active when teachers teach writing. Thus, the media could motivate the
students in learning writing skills. Teachers could use picture series to motivate
students when he or she teaches writing.
B. Identification of the Problem
Based on the classroom observation, there were some problems found in
SMP Muhammadiyah 2 Kalasan. The students’ writing problems were related to
the processes of developing idea and constructing a coherent and cohesive
paragraph, grammatical errors, the preference of suitable words in wiriting and
insufficient use of teaching media.

4
First problem, the students could not develop the idea in writing. It could
be seen in the class when they asked by the teacher to write a text. They looked
very confused to write a text. Then, some students looked not enthusiastic to write
a text based on the teacher’s instruction. They looked not enthusiastic because
they had no idea on what they want to write in their worksheet. In addition, it
could be seen in the result of the lesson when the teacher shown the students’
work to the researcher.
Second, the students could not construct a coherent and cohesive
paragraph. It could be seen in the result of the students’ work. They did not
understand how to construct a coherent and cohesive paragraph. Then, they did
not construct the paragraph into coherence and cohesive because they could not
develop the idea in writing a text. Therefore, students had difficulties in writing a
text.
Third, grammatical errors always became a problem for the students who
still learn English. In this case, grammatical errors were happened in writing.
Students still had difficulties in writing a text. It was proved by the grammatical
errors which were found in the students writing. They still used a simple present
tense in writing a recount text. Moreover, students were confused when choosing
the verb II in writing text. They put -ed in all verb which have to be changed into
verb II. For example, for the verb “build” the students wrote “builded” whereas
the correct verb is “built.” It seems that grammatical errors were happened in their
writing.
5
The last problem was related to the media. The researcher found that the
teacher did not provide the interesting media for the students in teaching writing.
The students felt bored because the teacher rarely used an interesting media. In
addition, it did not help the students to learning English especially in writing. The
media can support the students’ motivation and encourage students in teaching
and learning process.
Based on the problems which were found when the researcher conducted
an observation, the researcher observed that the students had difficulties in writing
a text. Then, students seemed not enthusiastic when the teacher taught writing.
They did not pay attention to the teacher instructions. Besides that, some of the
students were not brave to ask a question or explanation from the teacher when
they found the difficulties in writing. It means that students need some treatment
in teaching and learning writing in the class. Then, teacher should have a strategy
to make students motivated in learning writing.
C. Limitation of the Problem
The discussion of the study needs to be limited. The limitation was
discussed by the researcher with the teacher. This study was conducted to fulfill
the researcher’s curiosity by focusing on how the picture series as a media are
used in teaching and learning process of writing. The picture series is one of the
media that can be used to improve the students’ writing skills of a recount text of
the eighth grade students’ of SMP Muhammadiyah 2 Kalasan in the academic
year of 2013/2014.
6
D. Formulation of the Problem
Based on the background of the study, identification of the problem, and
the limitation of the problem, the researcher formulates the problem as follows:
How can writing skills of a recount text for the eighth grade students of
SMP Muhammadiyah 2 Kalasan in the academic year of 2013/2014 be improved
by using picture series?
E. Objective of the Research
Related to the formulation of the problem, the objective of the study is to
improve the students’ skills in writing a recount text by using picture series of
eight grade students in SMP Muhammadiyah 2 Kalasan in the academic year of
2013/2014.
F. Significances of the Study
The result of the study is expected to give a contribution to the teaching
and learning process of writing in English as a foreign language.
1. For the English teacher
The researcher hopes that this research study can improve the teacher’s
ability to help students in teaching writing in the class. Besides that, the English
teacher is able to use the interesting media to improve the students’ ability in
writing.
2. For the Students
This research study can be used to help students in writing. It means that,
the media as the picture series can help the students to organize idea in writing. In
7
addition, it can be used to motivate their learning in the class, especially writing of
a recount text.
3. For other researchers
This study can be useful as the reference for other researchers who want
to conduct a research in the same topic and purpose. It can be used to show that
using pictures series can improve students’ writing skills.

CHAPTER II
LITERATURE REVIEW
This study focuses on the implementation of picture series in improving
students’ ability in writing recount texts. This chapter discusses some relevant
theories which are related to the study as they used to strengthen the framework of
the study. Those are divided into theoretical review and conceptual framework. In
theoritical review, the researcher discusses some relevant theories. In the
conceptual framework, the research relates the theory to the study.
A. Theoretical Review
1. Writing
a. The Nature of Writing
Writing involves communicating a message with a sign or symbol on a
page (Spratt et al, 2005:26). It need to make series of words or sentences in
writing process to communicate in the written language. Writing is one of the
important skills that has to be developed by students because it is very important
for the academic context, business and the relationship with others in the world. In
the academic context, students need to develop this skill.
Writing is productive skills. It is one of the four language skills, reading,
listening, speaking and writing. Writing is focuses on how to produce language
rather than receive. Therefore, writing has several steps to do. Oshima & Hogue
(1997:2) state that writing is a progressive activity which is open with the result of
thinking what the writer going to say. After finished writing a text, the writer
8
9
should read the draft of writing and make corrections. So, writing is not a one-step
action.
Writing needs some processes of thinking. It means that students need to
gather ideas to write a good story or text. Spratt et al (2005: 27) describe that the
nature of writing has a number of stages such as brainstorming, making notes,
planning, writing a draft, editing, producing another draft, and proof-reading or
editing again. Those stages can help the students in writing process. In addition,
Brown (2001:335) states that “The one major theme in pedagogical research on
writing is the nature of the composing process of writing.”
b. The Writing Process
The writing process is about how the stages of writing applied by the
writer. As stated in the nature of writing, there are four stages in writing process.
Those are planning, drafting, editing and final draft. The writer should think the
topic that they want to write down on a paper. Harmer (2004: 11) explains the
some stages of the writing process. The stages are presented as follows:
1) Planning
In this stage, the students make a list of ideas related to the topic. They
plan what they are going to write in the first draft. In this stage, they have to
consider three main issues. The issues are the purpose of the writing, the audience
they are writing for and the content structure to sequence the facts, ideas or
arguments.
10
2) Drafting
After the students have a list of ideas related to the topic, it is the stage for
the students to start writing the first draft. They write the ideas which they are
going to write without paying attention to making mistakes.
3) Editing
In this stage, students should re-write their first draft after finishing it. Its
purpose is to see where it works and where it does not. The process of editing may
be taken from oral or written feedback by peers and teachers. The feedback will
help students to make revision of their writing. The revision shows what has been
written. It means that this step is important to check the text coherence and to
stimulate further ideas. Not only that, it also encourages students to find and
correct their mistakes in writing.
4) Final Version
In this last stage, the students re-write their draft after revisingwith peers
and teachers. The students have a good written text in the final product since
theydo the editing process before.
Figure 1. Writing process stages called the process wheel

11
Furthermore, Brown (2001: 348) describes that writing process tend to be
framed in three stages of writing. Those are pre-writing, drafting and revising.
The pre-writing is aimed to generate ideas, which can happen in numerous ways;
reading (extensively) a passage, skimming or scanning a passage, conducting
some outside research, brainstorming, listing, clustering, discussing a topic or
question, instructor initiated questions, and freewriting. Then, the drafting and
revising stages are the core processes of writing in traditional approaches to
writing instruction.
c. Micro Skills of Writing
In learning English there are four skills that have to be mastered. They are
speaking, listening, reading, and writing. Each skill has micro skills. Therefore, in
this section, the researcher will present the micro skills of writing. Brown (2001)
presents the micro skills of writing. The micro skills of writing are presented as
follows:
1) Produce graphemes and orthographic patterns of English.

2) Produce writing at an efficient rate of speed to suit the purpose.
3) Produce an acceptable core of words and use appropriate words order
patterns.
4) Use acceptable grammatical systems, patterns, and rules.
5) Express a particular meaning in different grammatical forms.
6) Use cohesive devices in written discourse.
7) Use the rhetorical forms and conventions of written discourse.
8) Appropriately accomplish the communicative functions of written texts
according to form and purpose.
9) Convey links and connections between events and communicate such
relations as main idea, supporting idea, new information, given
information, generalization, and exemplification.
10) Distinguish between literal and implied meanings when writing.
11) Correctly convey culturally specific references in the context of the written
text.
12) Develop and use a battery of writing strategies, such as accurately
assessing the audience’s interpretation, using prewriting devices, writing
12
with fluency in the first drafts, using paraphrases and synonyms, soliciting
peer and instructor feedback, and using feedback for revising and editing.
2. Teaching Writing
In teaching English, the teacher must understand how to teach the four
skills to the students. It is very important to teach those skills in the English class
especially Teaching English as a Foreign Language (TEFL). In this case, the
teacher have to know how to teach writing.
Harmer states that there are several reason why teacher should teach
writing. The reasons are reinforcement, language development, learning style, and
writing as a skill (Harmer, 1998: 79). Moreover, the several reasons will be
presented as follows:
a) Reinforcement
The visual demonstration of language construction is invaluable and it is
used as an aid to commiting the new language to memory. Students usually find
the visual demonstration is useful to write sentences. It is useful to write sentences
using new language shortly after they have studied it.
b) Language development
It seems that the actual process of writing helps the students to learn. The
mental activityin order to construct proper written texts is all part of the on going
learning experience.
c) Learning style
Writing is appropriate for such learners. It is a reflective activity instead
of the rush and bother of interpersonal face-to-face communication. Because
students expected that producing language in a slower way is invaluable.

13
d) Writing as a skill
The important reason for teaching writing is that it is a basic language
skill. it seems as important as speaking, listening, reading. In this case, students
need to know how to write letters, how to put written reports together, how to
reply to adverstisement.
From the explanation which is delivered by Harmer (1998:79). It can be
seen that those reasons give instructions to the teacher as their job to teach
writing. However, Harmer still states that there are several strategies for teacher to
consider (1) The way to get the students to plan. (2) The way to encourage the
students to draft, reflect and revise. (3) The way to respond to the students’
writing.
Kodoatie (2013:14) states in her thesis that “Not only teachers can respon
students writing but also their colleagues can also respond to their freind’ work in
their own way. This is called peer respons. This activity may provide a welcome
alternative to the teacher’s feedback as well as offering a fresh perspective on the
writing.” It means that teaching writng is important to be delivered in EFL class.
3. Teaching Writing in Junior High School
The target of teaching English in junior high schoolsis students areable to
solve the problems in terms of spoken and written language. Based on the
Standard of Competency and Basic Competency of Curriculum the capability to
communicate is the capability to produce oral and writen text in four skills.
(School-Based Curriculum, 2006).

14
There are several purposes of learning English at Junior high school.
These are the purposes of learning English at Junior Hgh School according to
Depdiknas (2006):
a. Developing the communication competence in the form of oral and written
texts to achieve the functional literacy level.
b. Having senses about the importance of English to increase the nation
competitive ability in the goal society.
c. Developing the students’ understanding about the relationship between
language are culture.
In addition, there are scopes of learning English at Junior High School
such as:
a. Discourse competence, it is the ability to understand or create oral or
written texts based on the basic language skills.
b. The ability to create and understand various short functional texts,
monolog, and essays in the form of procedure, descriptive, recount, and
report.
c. Supporting competence which is linguistic competence, socio cultural
competence and discourse forming competence.
Based on the explanations above, the researcher decided to focuses on one
of scopes which are teaching writing of a recount text related to standard of
competence and basic competence based on the Ministry of Education for grade
VIII students.
15
Table 1. Standard of competence and basic competence
Standard of Competence Basic Competence
Menulis 6.1 Mengungkapkan makna gagasan

6. Mengungkapkan makna dalam teks dalam teks tulis fungsional pendek
tulis fungsional pendek sangat sangat sederhana dengan
sederhana untuk berinteraksi menggunakan ragam bahasa tulis
dengan lingkungan terdekat secara akurat, lancar dan berterima
untuk berinteraksi dengan
lingkungan terdekat
6.2 Mengungkapkan langkah retorika
dalam teks tulis fungsional pendek
sangat sederhana dengan
menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima
untuk berinteraksi dengan
lingkungan terdekat.
4. The Role of Media
Media is important in teaching and learning process. It is used as
facilitator or connector in delivering the material from the teachers to the students.
The good situation and condition can be created by using media. It makes the
students motivation in the learning process increase. In this section, the researcher
presents the kind of media and picture series as a media in teaching writing.
There are types of media which are used in teaching and learning process
to improve the students’ ability. According to Ministry of National Education
(2009:6) there are seven media which are used by teachers in the classroom.
Below are the kinds of media:

16
a. Pictures
Teacher can use pictures to stimulate students in creating texts. The
pictures can be in the form of photographs of people, places and things which are
in magazines, news paper, and calendar or printed the available pictures.
b. Relia or real objects
The real objects are used in the teaching and learning process of writing to
make the learning become clear, meaningful and memorable.
c. Charts, posters and cartoons
Charts show the information in the form of a diagram or a map. Poster is a
large printed picture or notice. Poster is used to give some information or
advertise something. Cartoon is a funny artistic drawing.
d. Blackboard or whiteboard
A blackboard and white board are used to present or draw the material to
the students. Teachers can deliver a material to the students by writing it on the
board.
e. Audio Media
The tape recorder and speakers as the audio media provides the authentic
material for listening practices.
f. Over Head Projector (OHP)
It is used to present the materials more easily than using ablackboard or
whiteboard. Furthermore, teachers should pay more attention to the learners and
make sure that the learners give more attention to the presentation on the OHP.
17
g. LCD projector
It is used to connect the visualization of the materials from the computer to
the display.
Media is very useful to help teachers in delivering the material. Besides
that, it can be useful for the students because they can respond to the lesson from
the teacher and help them in writing. Pictures as visual media have a potential as
teaching aid develops students writing skills in terms of recount text. It can
stimulus the students in developing idea when they create a story. Harmer argues
that teachers have always used pictures or graphics to facilitate learning (Harmer,
2007: 178). Then, kinds of pictures are applicable to in a multiplicity of ways.
Besides that, there are some criteria in using pictures as media. Wright
(1992:3) states that the criteria in using pictures are:
a. They should be easy to prepare,
b. They should be easy to recognize in the classroom,
c. They should be interesting,
d. The activity have to be meaningful and authentic, and
e. The activity should give rise to a sufficient amount of language.
Pictures work well to stimulate the written production. They show the
situation for grammar and vocabulary. Harmer (2007) describes that there are
many ways of using pictures for writing. The explanations will be presented as
follows:
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a. Describing pictures
One way of getting students to write about pictures is ask them to write a
description of something. Describing something by using a picture is
effective, because the students do not have any idea.
b. Suspects and objects
A variation on picture description gives students a variety of pictures and
asks them to write about only one of them. After write the descriptions, the
pictures are put up on the board. The students then give their description to
another student who has to identify which picture is being described.
c. Write the postcard
In this activity, teacher can give the students postcard scenes and ask them
to write the postcard which they would expect to write. Any holiday picture can
be used for this activity.
d. Portraits
This media can be used for a number stimulating writing tasks. Students
can write a letter a portrait, asking the character questions about his or her life and
explaining why they are writing to them.
e. Story tasks
Pictures are really useful ways to prompt students into writing stories.
There are a number of different tasks which students can be asked to undertake.
These tasks are (1) for dramatic pictures, (2) students can given a series of
pictures of random object and told to choose four of them, and write a story, (3)
students can be given a series of pictures in sequence which tells a story, (4)
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students can be given a picture and headline or caption and asked to write a story
which makes sense of the picture and the words.
Furthermore, many researcher have evident that by using a learning kits in
the form of pictures in teaching English to support students to develop their
mastery in writing. A situational picture is good learning kits to enhance their
learning of English.
5. Picture Series
Visual media were used in teaching and learning process as the tools to
improve students’ ability in learning English. Visual media have a constribution to
help students comprehending the explanation from the teacher easily. The visual
media are used by the teacher can be in many forms: videos, slides, picturues or
illustrations. Besides that, the use of visual media create natural situation to attract
students’ attention in teaching learning process. In this case, the researcher
decided to choose pictures as the media.
There are some theories proposed that the use of pictures are very useful in
the teaching process. According toWright (1989:17) pictures contribute to
improve the students’ interest and motivation in the teching learning
process.Furthermore, he explains that pictures have a sense of the context of the
language and it can be aspecific reference point or stimulus to the
students.Joklova (2009:19) states “The picture is used in a more meaningful and
‘real-life-communivative’ way than being just displayed for students to say what
they can actually see.”

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Pictures are easy to find from many sources. It can be taken from books,
the Internet, and magazines. Furthermore, there are some kinds of picture; series
of picture, cue cards, flash cards, posters, and photographs. However, there are
roles of picture. Wright (1989:17) explained that pictures can motivate the
students to take part in the teaching and learning process. They contribute to the
context in which the language is being used. The pictures can be described in an
objective way or interpreted or responded to subjectively. Then, pictures can cue
responses to questions or cue substitutions through controlled practice. They can
stimulate and provide information in the conversation, discussion and story
telling.
In this research, the researcher focuses on the use of picture series. The
sequences of picture show several action is called picture series. Picture series
consist of three or more pictures. It helps the students to developing ideas to write
a text. According to Wright (1989:201) sequences of picture can be kept as they
are and used to contextualize a story or a description of a process. Yunus states
that “A picture series is a numberof related composite pictures linked to form a
series of sequences. Hence,its main function is to tell a story or sequence of
events.” The researcher modified the picture series to teach writing a recount text
for eighth grade students of junior high school.
6. Recount text
Recount text is a text that retells the past event. Its purpose is to provide a
description and when it occurred with sequence of events. There are some features
21
of a recount. Anderson (2002: 29) describes the generic structure of a recount text.
The explanation is presented below:
a. Constructing a recount
A recount text has three main sections. The first is orientation. It consists
of what, where and when the story are happened. The second is sequence of
events. It retells the events in the order in which they happened. And the last is
reorientation. It consists of a conclusion.
b. Grammatical features of a recount
A recount usually includes the following grammatical features:
1) Proper nouns to identify those involved in the text.
2) Descriptive words to give details about who, what, when, where, and how.
3) The use of the past tense to retell the events.
4) Words that show the order of the events.
B. Relevant Studies
There were some relevant studies related to the use of picture series to
improve students’ writing ability of a recount text. An action research study is
written by Lesna Henny Mia Kodoatie (2013) entitled “Improving Students’ Skills
of Writing Recount Texts By Using Picture Series for the Eighth Students of SMP
N 1 Sayegan in the Academic Year of 2012/2013”. This study proved that using
picture series helped the students in writing process; planning, drafting, editing
and final draft. Then, this study explains that the use of picture series could
improve the students skills in organization and content aspect. It helped the
students to generate ideas into a chronological order. In addition, the use of

22
picture series increased the students’ motivation in teaching and learning process
of writing.
A research written by Annisatul Karimah (2013) entitled “Using Picture
Series to Improve the Eleventh Grade Students’ Ability to Write Recount Texts at
SMK Abdi Negara Muntilan”. The research proved that using picture series was
effective to improve students’ writing ability in teaching and learning process of
writing. Besides that, the picture series were useful in terms of directing students
to write in the correct organization, generate students’ ideas, correct grammar and
enrich students’ vocabulary. This research also explains that picture series
increased students’ motivation and interest in learning English.
An action research study written by Puji Astuti (2011) entitled “Improving
Students’ Ability in Writing Recount Text Through Picture Sequences at X Grade
Darul Ma’arif Cipete”. The writer explains that picture series motivated the
students in the teaching-learning process. They were interested in understanding
the story and they could write a recount text well. Furthermore, the teacher
responses about the implementation of picture sequence was positive. It could be
the alternative way in teaching learning process of writing.
Eni Yusnita, Clarry Sada and Dewi Novita explained the results of a
classroom action research entitled “Improving Students’ Recount Text Writing by
Using Picture Series to the Tenth Grade Students of SMK Panca Bakti Kubu Raya
in the academic year 2011/2012”. In the research, the writer conducted two cycles
as the tools of collecting data and get achievment of the students’ writing of a
recount text. From the result of first cycle, the students score is 61.5. The score
23
presents that it need effort to gain the goal. Then, the second cycle should be
conducted. In the second cycle, the students score is 66. It can be concluded that
the students shown their good progress. It was proved that the score of the
students test fulfilled the minimum learning mastery. It means that picture series
improved the students’ ability and students’ attention in teaching and learning
process.
C. Conceptual Framework
The students’ motivation and ability in writing a recount text is low. There
are some problems which are found by the researcher in SMP Muhammadiyah 2
Kalasan. One of the problem is the teacher never use the interesting media in
teaching and learning process. The teacher also does not give the clear
explanations about the contents of recount text. As the result, students have low
motivation in writing class. Then, they cannot construct the well text related to the
coherence and unity. Besides that, they cannot develop ideas in writing.
As stated above, media has the primary roles in teaching and learning
process of writing. It is because that media has a potential as teaching aid to
develop students writing skills in terms of recount text. It can stimulus the
students in developing idea when create a story. A picture is one of the media
which helps students in learning English especially in writing class.
Based on the facts above, this research applied the principle in picture
series as a teaching learning media in writing recount text. It has some advantages
in the teaching and learning writing. First, using of picture series can stimulate
students in developing ideas in a chronological order when the teacher asks them
24
to write a recount text. Second, the students’ motivation in writing increase
because the pictures are interesting aids to attract the students’ attention in the
writing class.
CHAPTER III
RESEARCH METHOD
This chapter describes the research method which is implemented in the
present study. This chapter consists of the research type, research setting, data
collection instruments, data collection technique, data analysis technique, research
procedure, and research validity and reliability.
A. Research Type
This research study is classified as classroom action research. Classroom
action research is a study carried out in the classroom to identify the problems and
solving the problem during teaching and learning process. Then, there are
numerous definitions proposed by some experts. The steps in action research are
planning, action, observation and reflection. Here are the steps of action research
proposed by Kemmis and McTaggart (1988) in Burns (1999:33).
Figure 2. Kemmis and McTaggart model (1988) in Burns (1999:3)
25
26
They explain that the action research had four fundamental steps in
spiraling process. Those are (1) Planning, developing plan of action to identify
problems and solve it such as preparing the syllabus, teaching scenario, media that
will be used, students’ worksheets, observation checklist and scoring rubric. (2)
Action, it is to implement the plan which was designed. (3) Observation, this step
observes the effect of implementing the action, documenting, and opinions in a
specific area. (4) Reflection is to evaluate the effect of the action based on the
observation. It reflects what has happened in order to understand the further
planning.
B. Research Setting
The research was conducted at class VIIID of SMP Muhammadiyah 2
Kalasan, April 12th 2014to May 24th 2014 in the academic year of 2013/2014.
The school is located in Purwomartani, Kalasan, Sleman, Yogyakarta. The
number of the students in VIIID class is 30. The school was selected as the setting
of the research because based on the researcher experience when she was doing
the observation, the researcher found that many students were not eager in writing
English. So that, the researcher decided to conduct a research to improve the
students’ writing skills by using picture series in order to achieve the goal of
English teaching and learning in Junior High School. The time and the schedule of
the implementation of the actions are presented below.

27
Table 2. Table of research schedule in SMP Muhammadiyah 2 Kalasan
No Steps Date
1 Pre-test Saturday, April 12th, 2014
2 Cycle 1
- First meeting Thursday, April 17th, 2014
- Second meeting Saturday, April 19th, 2014
- Third meeting Saturday, April 26th, 2014
3 Cycle 2
- First meeting Thursday, May 15th, 2014
- Second meeting Saturday, May 17th, 2014
4 Post-test Saturday, May 24th, 2014
C. Data Collection Instruments
The instruments of the research are presented as the following.
1. Observation checklist
Observation checklist gave the information about the effectiveness of
using picture series in teaching writing of recount text. The observer checked
some aspects in teaching and learning process by putting a tick to statements in
the observation sheet.
2. Interview guidelines
The interview guideline was used to guide the researcher to get responses
from the teacher and students on the using of picture series to improve writing
skill of recount text in the research. The researcher interviewed the teacher and
students before, during, and after implementing the actions to observe the
improvement in the writing class.

28
3. Tests
Tests were used to get information about students’ writing improvement.
The researcher conducted pre-test and post-test to measure the improvement on
the students writing skills of recount text by using picture series.
D. Data Collection Technique
The data of the research were qualitative and supported by quantitative
data. The qualitative data were obtained through observation and interview related
to teaching and learning process of writing class.Then, quantitative data were
obtained through test.
1. Observations
The observations were conducted to discover valuable information related
to the teaching and learning process. The information here was related to the
students’ involvement during the lesson, the students’ understanding of the given
materials, the techniques and method used by the teacher, and also the media used
in teaching and learning process.
2. Interviews
The researcher interviewed the students and the teacher before, during, and
after the action. The interview was used to collect the data by using personal
contact with students and the teacher to know the progress or improvement of
students’ writing ability.

29
3. Test
Documentation of the quantitative data was gained throughtests. It was
used to evaluate the action and improvement from the students in writing class.
The data were gained in the form of pre-test, cycle 1, cycle 2, and post-test.
E. Data Analysis Technique
The data gained were in the form of qualitative supported by quantitative
data. For the quantitative data, the researcher conducted the pre-test and post-
test.Then, the qualitative data were analyzed by using some stages, such as:
1. Assembling the data
In this step, the researcher collected the data to see what really occurred
over period of the research. The data were gathered in the form of field notes and
interview transcript.
2. Coding the data
In this study, the researcher identified the data by coding it into more
specific patterns and categories.
3. Comparing the data
After coding the data, the researcher compared the categories or patterns
across different data collection techniques.
4. Building interpretation
In this stage, the researcher should deal with a great amount of creative
thinking about what the data were saying by reflecting beyond the immediate
surface details.
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5. Reporting the outcomes
In this stage, the researcher considered some aspects in reporting the result
of this study such as discussing the issues or questions that prompted the study,
describing context of the research, analyzing the findings by providing the
samples of the data and interpreting how the project could lead to other areas for
research.
F. Research Procedure
The researcher followed some steps in the cycle of an action
research as suggested by Kemmis and McTaggart in Burns (1999:32).
1. Reconnaissance
In this first step, what the researcher does is finding the
school facts and analyzing them. In this study, the researcher
interviewed the classroom teacher and the headmaster to
identify the existing problems in the field.
2. Planning
The researcher also prepared the instruments such as
drama scenario, technique and the instrument to observe and
evaluate the teaching and learning process.
3. Action
In this stage, the researcher tookan action. In this action, the
students are supported and developed in their changed-behavior
and responses.
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4. Reflection
The researcher mad an evaluation. At the end of action, the
researcher made a reflection about the problems occurring
during the action implementation.
G. Research Validity and Reliability
To get the validity of the data, Anderson et al (1994) in Burns
(1999:161-162) propose five criteria of validity. The criteria are:
1. Democratic validity :
This validity relates to the extent to which the research is truly
collaborative. It relates to the perspectives given by those who
have a stake in the research, which they lead to the inclusion of
multiple voices.
2. Outcome validity
It refers to the nation of actions leading to outcomes that are
“successful” within the research context. It also depends on the
process of conducting the research.
3. Process validity
This validity rises when the study is conducted in a dependable
and competent manner and effort is made to not simply praise
existing practices.
4. Catalytic validity
It relates to extent to which the research allows the participants
moved to action based on their changed understanding that came

32
from participation in the study and do the results of the study act as
a catalyst for action.
5. Dialogic validity
It is the technique and findings of the study subject to critical
conversations or a peer review process.
Furthermore, to enhance the trustworthiness of the research, the researcher
decided to implement triangulations. Based on Denzin (1978) in Burns (1999:164)
thereare four forms of triangualation which it could be valuable in collaborative
action research. In this study, the researcher implemented two of four kinds of
triangulations, namely time triangulation and investigator triangulation. The
criteria are:
1. Time triangulation : to get a sense of what factors are involved in
change processes, the data are collected at one point in time or over period
of time.
2. Investigator triangulation : This triangulation helps avoid observer bias
and provides checks on the reliability of the observation. Furthermore, in
the same research setting, more than one observer is used.
Meanwhile, to access the reliability of the data, the researcher involved the
students of grade VIIID in SMP Muhammadiyah 2 Kalasan.

CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapterdescribes the results of the research based on the actions that
were implemented by the researcher in the class. The explanation of the result of
this research is divided into two sections: research findings and discussion.
A. Research Findings
The research finding explains the reconnaissance and the process of the
research in the class. It starts from the beginning to the last of the research when
the researcher took data in the teaching-learning process. The research was
divided into two cycles. The first cycle consists of three meetings and the second
cycle consists of two meetings. Each cycle consists of planning, actions,
observation and reflection. The findings can be explained as follows.
1. The Reconnaissance
The researcher conducted classroom observation and interviewed the
English teacher and also the students in class VIIID to identify the problems of the
teaching and learning process of writing. Then, the researcher designed some
treatments for the students before implementingthem in the first cycle based on
the observation and interview. The researcher shown the vignette based on the
observation in class VIID. The vignette below shows the teaching and learning
process of writing and students’ attitudes toward the writing class.
33
34
Day/Date : Saturday / January 18th2014
Time : 7.40 - 9.00

Place : Classroom of 8D
Activity : Observation
The teacher started the class by greeting and checking attendance. Before
starting the teaching and learning process, the teacher asked their students that
have been taught in the previous meeting. The students just kept silent and the
teacher explained them briefly. Then the teacher started the learning objective that
students were going to study how to write past experience. The teacher did the
warming up by asking the students whether the students had an interesting
experience or not.
Then the teacherexplained the generic structure and language features of a

recount text on the whiteboard. Some details about each part were explained. The
students paid no attention to the teacher’s explanation, it could be seen when she
asked “Apakah sudah jelas?”(“Is it clear everyone?”).They did not say anything
though the teacher repeated the question three times.In this case, it seemed that
the students needed some interesting media to increase their interest in learning
writing.
Then, the teacher gave the students writing tasks. She asked the students to
write a recount text. Some of the students got confused with the task that was
given by teacher. They also met the difficulties in writing a story and constructing
the words into some sentences. Some students said,“Miss, nggak tau mau nulis
apa miss” (“Miss, I do not any idea to write in my paper”).
When all was finished, the teacher asked the students to write the
sentences on the whiteboard as a medium in teaching writing. The class seemed to
be very noisy. The teacher often reminded the students to pay attention to their
business. However, the students still made some noise. It happened because the
students were not given a chance to write anything about their experience. After
that, teacher asked the students to submit their work on the desk in front of the
class. the break time bell rang. The teacher said goodbye to students and went out
of the class.
Based on the observation, the researcher found some problems in the
writing class. The researcher found that some of the students had difficulties in
35
developing ideas in writing a text. They still made mistakes in their work. They
seemed to have low motivation during the writing class. It can be seen during
teaching and learning process in the class when some of the students made some
noise and they did not pay attention to the teacher’s instructions.
Besides that, the students seemed very confused in constructing a sentence.
It means that students have no clear explanation about the materials that were
delivered by the teacher in the teaching process. They looked confused in
choosing the appropriate words. In addition, the teacher did not use the interesting
media in teaching and learning process.
Furthermore, the researcher interviewed the English teacher to support the
condition in the class during the teaching and learning process. The following
interview transcript shows the same condition of students’ attitude during the
teaching and learning process in the writing class.
R : Apa masalah yang sering ibu hadapi ketika mengajar writing dikelas?(What
are the problems that you found in writing class?)
ET : Murid-murid masih sering kesulitan mbak untuk menulis cerita, mereka
bingung mau menulis apa. pengembanganceritanya itu lho mbak. Kemudian
grammatical error masih sering muncul dan pemilihan kata itu lho mbak
terkadang tidak sesuai.(Students still have difficulties to write a story. They
are still confused what should they write in their worksheet. They have
difficulty in developing idea. Then, the grammatical error is happen in
writing and the diction is not appropriate in their writing)
R : Antusiasme murid-murid dikelas bagaimana bu?(How is the student
enthusiasm in the class?)
ET : Ya seperti mbak lihat tadi hanya beberapa saja yang memperhatikan yang
lainnya susah mbak.(It seems when you observe in the class earlier, some of
the students paid attention to the teacher explanation)
From the interview above, it can be concluded that the students’ problem
in writing was on how the students develop their idea in writing. However, the
researcher has no data about the students’ writing. Therefore, the researcher
36
conducted a pre-test to identify the students’ ability in writing recount texts on
April 12th, 2014.
The aim of the pre-test is to identify the students’ ability in writing.
Besides that, the pre-test is aimed to know how the researcher should plan an
action to be implemented in the teaching and learning process. Therefore, the
researcher conducted a pre-test. The pre-test was conducted for ninety minutes.
The researcher gave a topic for the students to write a story. The topic that
students wrote in the pre-test was holiday.
Based on the result of the pre-test, many of students still had difficulties in
writing a recount text. They had low motivation to write a story. Some of them
seemed confused on what should they write in the worksheet. Then, some of them
were busy with their own business. The data of the pre-test can be seen in
students’ ability in writing. Below are the examples of the students’ work.
Figure 3. The example of students’ work in the pre-test

37
Figure4. The example of students’ work in the pre-test
From the examples of the students’ work above, it can be concluded that
the students have difficulties in developing ideas. Then, they still have difficulties
in terms of mechanism and grammar. From the students’ work, it can be seen that
the students did not really understand the explanation of language feature of a
recount text. A recount text tells about the past experience. So, they should write a
story using the simple past tense.
The researcher conducted an interview with the students to support the
result of the students’ problems in writing recount texts. The following presents
the students’ statements showing their difficulties in writing a recount text.

38
R : Gimana dek tadi nulis teks recountny bisa?(What is your opinion

about writing a recount text?)
S1 : Bingung mbak, Susah ah(I am confused. It is difficult)
R : Susahnya dimana dek? (What is the problem?)
S1 : Itu lho miss bingung mau nulis apa nggak tahu.(I am confused, I
do not know what I should write in the worksheet)
R : Kalo kamu tadi bisa nggak nulisnya?(And how about you?)
S2 : gak bisa mbak. Susah.Aku nggak bisa nulis mbak. Bingung mau
nulis apa.(I cannot write it. It is difficult. I do not know what I
should write)
From the identification above, there were some problems occured during
the writing class. The identification problem can be presented in the following
table.
Table 3.Field problems of writing of recount text in VIIID of SMP
Muhammadyah 2 Kalasan
No Field problems
1 The students could not develop the idea in writing.
The students could not construct the paragraph into coherently and
2
cohesively.
3 Grammatical errors occurred in writing.
5 The teacher did not provide interesting media to the students.
6 The teacher was used a coursebook in teaching writing.
7 The media was not sufficient.
8 The time seemed to be very limited.
9 The class seemed very noisy.
10 The students looked not enthusiastic to write a text.
12 Students have no clear explanation about the materials.
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2. Report Cycle 1
a. Planning
In the first cycle, the researcher planned to have three meetings. These
meetings were planned to cover the materials for a recount text of the grade VIII
students. Then, these meetings were implemented to help students understand
about retelling their experience. They would get clear explanation of what recount
is and how to construct it in the correct pattern. In addition, these meetings made
them understand how to develop their ideas in writing by using picture series. In
this research, the researcher took a role as an observer and the teacher took a role
as a collaborator and she had to teach a recount text based on the lesson plan that
was designed by the researcher.
1) The first meeting
The first meeting is planned to give examples of a recount text. The
objective in this meeting is to give the students clear understanding about a
recount text by giving examples of a recount text related to the picture series. The
activities designed by the researcher in this meeting are (a) Students got the
explanation about the generic structure of a recount text, language features; simple
past tense and words showing order (b) Students had to match the pictures with
the jumbled paragraph of text recount, (c) Students had to arrange the jumbled
words based on the correct pictures, and (d) Students had to write a sentence
based on the pictures.

40
2) The second meeting
The second meeting was more focused on discussing the generic structure
and language features of recount text. The objective in this meeting is that
students are able to identify the generic structure and language features in the text.
The activities that designed by the researcher in this meeting are a) Students got
the explanation about the generic structure of a recount text, language features; the
simple past tense and words showing order b) Students had to fill in incomplete
sentences using correct verb forms, c) Students had to match the words with the
correct meaning based on the text, and d) students had to write a sentence based
on the pictures.
3) The third meeting
The third meeting was focused on past tense. In this meeting, researcher
designed two activities because one of the two activities took a long time to
produce it. First, the students had to fill in the blanks with the correct verbs forms.
Then, the students had to produce a story about recount text based on the picture
of series. In this section, the students had to work individually and they have to
submit it in that day.
b. Action and observation
In the research, the researcher took a role as an observer and the teacher
helped her as a collaborator and implemented the actions in the class. Moreover,
as a collaborator, the teacher helped the researcher in observing and giving some
solutions about the problems found in the class during the teaching and learning
process. The teacher applied three-phase technique (PPP) which was designed by
41
the researcher in the lesson plan. The three-phase technique (PPP) consists of
three stages: presentation, practice, and production.
In the first stage, the teacher gave some questions to build students’
background knowledge and gave modeling of the text by showing the recount
texts to the students and discussed the content of the text. In the practice, the
teacher asked the students to work in small groups to do some exercise. The last
stage, students were asked to write a recount text.
Then, the researcher designed the three meetings in the first cycle. The
detail description of each meeting is presented as follows.
The first meeting was conducted on Thursday, April 17th, 2014. The class
started at 08.30 a.m. The researcher greeted the students by saying
“Assalamu’alaikum Wr. Wb., Good morning everyone. How are you all today?”
The students answered “Good morning miss. I am Fine. And you?” Then the
researcher continued with checking the attendance list by asking to the students.
The classroom condition seemed noisy. Then the teacher tried to get the attention
by calling someone name “Dicky!”
The teacher gave the handout to discuss a text. The topic was “My great
day.” Then the teacher asked for the students’ attention and continued to discuss
the material that was given. The teacher asked the students about what the pictures
and the text are. Then the teacher and students discussed about the generic
structure and language features of the text. Next, the students were asked to do the
task. In this task, students were asked to match the correct pictures to the jumbled
42
sentences in pairs. Students did the task with their partners enthusiastically. After
that, teacher discussed the answer of the task with students. Then, teacher gave
handouts of task 2 for students. They were asked to arrange the jumbled sentences
based on the correct pictures individually. Next, the teacher asked some of
students to answer the task and write on the white board. Then, students were
asked to do other tasks. They were asked to make a sentence based on the pictures
with the past verb in the example. However, the classroom condition seemed
noisy because they were confused how to change verb 1 into verb 2. Then, teacher
gave an instruction to check it in the dictionary “Everyone, check your dictionary
please!” Then, the bell rang. The teacher asked the students about what they had
learned that day and closed the lesson by saying good bye to the students “Thank
you and good bye”.
In this meeting, the researcher observed the students’ attitude in
implementing the action. The field note below shows the students’ attitude in
teaching learning process of writing.
The teacher asked the students to make a sentence based on the pictures with
the past verb individually. The class seemed noisy.
S : Miss ini tuh gimana toh Miss? (Miss, how is it?)
T : Yang mana Desti? (where is it, Desti?)
S : Ini lho miss yang nomer dua, yang ‘wash my car’.(The number
two Miss, the words are ‘wash my car’.)
T : Coba bikin kalimatnya gimana? (How do you make a sentence?)
S : My father wash my car yesterday.
T : Itu wash-nya dirubah ke past tense dong Des.(you should modify
the verb ‘wash’ into past verb.)
From the fieldnote above, it can be concluded that students need more
explanation about the simple past tense. Then, the students did not consider to use
a dictionary.
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The second meeting was conducted on Saturday, April 19th, 2014. The
class started at 10.10 a.m. The teacher began the class by greeting and checking
the students’ attendance. Then she reviewed the last meeting and discussed other
examples of recount text with the students. Students asked to identify the generic
structure and language features of the recount text which the title is “My
Grandpa’s Birthday”. The teacher gave more explanation about language features
and checked the students understanding “Any questions everyone?” This meeting
gave the task which is focused on the grammar, vocabulary and developing the
ideas based on the pictures.
In this part, the students were asked to fill in the blanks with the correct
verb forms. Then, some of students asked a question to the teacher about the
problems that they found “Miss, What does it mean about this number?” Then, the
teacher explained about the meaning of those numbers. The teacher walked
around to help the students found some problems. Then, the teacher discussed the
answer of Task 1 part A with the students. Next, the students were asked to do
next task. They were asked to match the words with their meanings. Then,
students did it with their partners. They used the dictionary to solve the problems.
Then, the teacher asked students to be volunteers to answer the questions.
However, there are no responses from the students. Then, teacher called on some
students who made some noise in the corner. Then, they answered the questions.
Therefore, the teacher gave an instruction to the students to make a sentence based
on the picture series. The students completed the task individually. Next, the
44
teacher had to leave the class for a while because she had to solve some students’
problem in the school. She asked the researcher to take part in the class. The
researcher helped the students who found some problems. She gave the
explanation about the purpose of this task. Then, some students made some noise
and annoyed others. Then, the researcher came closer to those students and gave
the instructions to keep silent and did the task that was given by the teacher.
The teacher came to class and asked students to do task 2 at home because
the time was over. Teacher asked a question about the topic that was taught by
teacher “Ok, what have we learned today everyone?” the students responded the
teacher question. She reminded them to do their homework. Then, teacher closed
the lesson “This is the end of our lesson today, thank you”. The researcher had to
leave the class because the teacher and the students would hold ‘Tadarus Al-
Quran’ before they went to home.
implementing the action. The interview transcript below show the students’
attitude in teaching learning process of writing.
R : Gimana dek ada yang masih bingung? (Do you have a difficulty?)
S : Iya mbak bingung. (Yes. I do Miss)
R : Apa yang masih bingung?(What is that?)
S : Masih bingung bentuk kedua nya itu lho mbak.(I have a difficulty
to modify the verb 2 Miss.)
R : Terus ada lagi gak? (Any other difficulties?)
S : Iya Mbak, kadang gak tau bahasa Inggrisnya apa? (yes, Miss.
Sometimes I do not know how to translate a word in English.)
R : Kalo begitu sering cek dikamus ya.(So, you should consider to use
a dictionary.)
From the interview transcript above, the researcher found that the students’
difficulties were in the area of vocabulary mastery. They did not consider to use a
45
dictionary. The researcher and the teacher reminded the students to use dictionary
in teaching and learning process.
3) The third meeting
The third meeting was conducted on Saturday, April 26th, 2014. The class
started at 10.10 a.m. In this meeting the researcher designed the two activities
because in the production phase students asked to make a story based on the
picture of series. It means that they would need a long time to produce it and
theywere expected to complete their work. As usual, the teacher began the class
by greeting, and checking the attendance.
The teacher gave handouts to the students. She gave instructions to do the
task. Students asked to fill in the blanks with the correct verb forms with their
partner. They did the task enthusiastically. The teacher checked the students
understanding. She made eye contact and helped the students who found
difficulties. Then, the teacher and students discussed the answer of the task.
Students were asked to do other tasks. They were asked to produce a
recount text based on the picture series. First, the teacher gave an instruction to
look at what the pictures are. The teacher let the students do brainstorming to get
the idea from the pictures to create a text. Then, the teacher walked around to help
students in writing a text. The class situation seemed noisy because they called the
teacher to come to their table and asked some questions. The time was over.
Students had to submit their work to the teacher. Then, teacher summarized and
reflected the lesson. She closed the lesson by saying thank you.
46
R :Gimana dek tadi kesulitan gak nulis teksnya?(did you find any difficulties in
writing a text?)
S : Iya mbak. hehe(Yes, Miss. hehe)
R : Menurutmu kesulitannya apa, dik?(What was your difficulty?)
S : aku tuh gak bisa ngubah yang verb 2 itu loh mbak. Bingung e.( I can not
modify the verb 1 into the verb 2 Miss. I confused)
R : Oh, kayak gitu. Tapi kalo nulis ceritanya gak bingung kan?(Well, Do you
have a problem in constructing a text?)
S : Gak juga sih mbak, kan ada gambarnya.(Not really, but the pictures are help
me to write)
R : Suka gak pakek gambar gitu?(Do you like using pictures in the writing
process?)
S : Iya mbak suka kok. (Yes, Miss. I like it)
From the interview transcript above, the researcher found that the students’
difficulty was the use of the simple past tense in writing a text. However, she
appreciated the lesson to use the pictures in teaching and learning process of
writing. It means that picture series helped the students in constructing a text.
c. Reflection
In this cycle the researcher found that some of indicators had not been
achieved, such as language features. However, the students’ development of ideas
in writing is improved. They seemed as if they did not have any difficulty in
developing ideas when the teacher used picture series to create a recount text. The
researcher found that the students’ writing still had inappropriate word choice and
grammatical errors. Therefore, the researcher needed to continue the second cycle.
After conducting the first cycle, the researcher came to the teacher to
discuss the result of the first cycle. The interview transcript below shows the
result of the first cyle.

47
R :Bagaimana menurut ibu, apakah siswa sudah mengalami peningkatan setelah

menggunakan picture series? (Do you think that students’ ability improved
after implementing the action?)
ET : Menurut saya perkembangan dalam menulis anak-anak sudah lebih baik mbak
dari pada kemaren. (I think the students’ writing ability improved after
implementing this action.)
R : Menurut ibu, apakah saya masih perlu melakukan cycle berikutnya?
(Should I conduct the next cycle?)
ET : Iya mbak, soalnya mereka masih sering salah di past tense nya mbak.
Terus, pemilihan kata nyajuga masih belum tepat. (Yes. You should
conduct the next cycle because the students made mistakes in terms of
using the simple past tense. Then, the student did not used the appropriate
words in writing.
From the interview transcrips above, the researcher found the students’
Based on the interview transcripts above, the researcher and the teacher
decided to conduct the next cycle. The researcher and the teacher decided to
conduct the Cycle 2 because the students still made mistakes in terms of language
feature and diction.
In conclusion, the first cycle did not successfully achieve the learning
indicators. Then, researcher planned to conduct the second cycle and observation
to improve the students’ writing skill of recount text by using picture series.
3. Report Cycle 2
a. Planning
In the second cycle, the researcher planned to have two meetings. These
meeting was planned to improve the students’ writing skills based on the
reflection and result of the first cycle by improving the materials of recount texts.
Based on the reflection in the first meeting, the researcher found that there were a
few of problems and they should be solved. The problems were the students’
difficulty to use the right language features when writing. In addition, the
researcher took a role as a teacher and they had a partner as a collabolator and an
observer in this research. The researcher chose a partner as a collabolator and an

48
observer in this cycle because the teacher had a bussiness. So that, they could not
come to the school as a collabolator.
1. The first meeting
The first meeting was planned to give examples of a recount text and it
more focused on discussing the generic structure and language features of a
recount text. In this meeting, the researcher designed the activities such as a)
Students get the clear explanation about the generic structure and language
features of recount text; simple past tense and word showing order by showing
picture series which attached in front of the white board. b) Students make a
group to discuss and make a story based on the pictures, then write the story based
on the discussion with their friends in the board.
2. The second meeting
The second meeting focused on the past tense and product a recount text.
The objective in this meeting is that students are able to identify the generic
structure and language feature of recount text. In this meeting, the researcher
designed three activities for the students such as a) Students identify the generic
structure and language feature of recount text based on the example that shown by
teacher. b) Students have to outline and write the first draft based on the picture
series. c) Students have to re-write the draft which had been revised by the
teacher.
b. Action and observation
The researcher implemented the action in two meetings. The detail
descriptions of each meeting are presented as follows.

49
The first meeting was conducted on Thursday, May 15th, 2014. The class
started at 08.30 am. The researcher started the class by greeting and checking the
students’ attendance. Then the researcher told the purpose of the meeting to the
students.In this meeting, she had to teach the class because their teacher did not
come. Then, she told about the topic that would be taught in the first meeting.
The researcher asked one of the students in the class to help her. Hewas
asked to help her to attach the pictures and the text on the board. Then, the teacher
asked for the students’ attention. She discussed the material with the students. The
students paid their attention when the researcher explained about the generic
structure and the language feature of a recount text attached on the board. The
teacher gave a chance for the students to ask the question about the explanation
before. Then, Yusuf asked “Jadi kalo past tense itu verb-nya tidak selalu
ditambah –ed ya mbak?” The researcher gave the clear explanation to Yusuf.
After that, the researcher asked the students to make groups of five or six.
Then, there were five groups in the class. Each group had to choose a friend as a
leader of the group. Then, the leader of each group came in front of the class to
draw of a lottery to choose the pictures. The pictures were divided based on the
generic structure of recount text. After that, they discussed and wrote a story
based on the pictures that they was choose. Then, the researcher walked around
and checked the students’ discussion. Students seemed enthusiastic in the
discussion. In addition, they were aware to used the dictionary during writing a
story. Almost groups asked the teacher to help them when they met a problem in
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writing. Next, the leader wrote a story based on the pictures in the board. The
researcher discussed with the students about the story written by each leader. She
discussed the language features in the story written by the students. Then, the bell
rang. The researcher summarized the lesson that day. She closed the lesson by
saying good bye to the students. “I think that all for today, thank you very much.
Have a nice day.”
R : Gimana tadi diskusinya?(What do you think about the discussion today?)

S :Asyik ko mbak.(It was great, Miss.)
R :Kenapa kok asyik dek?(Why?)
S :Soalnya khan pakek gambar mbak jadi asyik aj nulis ceritanya. (Because there
are pictures in the discussion.
R :Terus, gimana tadi kerjaannya banyak salahnya gak?(Did you make a lot of
mistakes in your work?)
S : Kayaknya banyak mbak. hehe(Yes, I did it. hehe)
R : Kira-kira masih ada yang masih bingung gak?(Do you still have difficulty?)
S : Iya mbak, kadang tuh masih salah verb dua nya.(Yes, Miss. I still made
mistakes using verb 2 in writing.)
R : Terus ada lagi gak dek kesulitannya?(So, what else?)
S : Apa ya mbak. Mmm... pokoknya yang verb itu yang masih sering salah
mbak.(Mmmm... I think the difficulty only the use of verb 2.
From the interview transcript above, the researcher found that the
students’ difficulty was the use of the simple past tense in writing a text.
However, she appreciated the lesson to use the pictures in the discussion that day.
It means that picture series helped the students in constructing a text.
The second meeting was conducted on Saturday, May 17th, 2014. The
class started at 10.10 a.m. The researcher took a role as a teacher and her partners
51
as a observer, because the teacher’s son was sick. The researcher greeted the
students to start the classand checked the students’ attendance. After that, the
researcher gave the handout to the students. The students were asked to identify
the recount text given by the researcher in terms of the generic structure and the
language feature. After that, she discussed the material in the handout about a
recount text with the students. The researcher guided the discussion to help
students understand more about a recount text especially about the language
feature of a recount text; past tense and word showing order.
After that, the researcher gave pictures series to the students. The students
asked to scan the pictures with their partners. Then, they asked to outline the story
based on the pictures. Next, they asked to write the first draft of a recount text
based on the outlining before individually. In this session, the researcher walked
around to help the students who found some problems. They were unabashed to
ask the researcher about the problem that they found when they wrote their first
draft. Beside that, the students were enthusiastic to use dictionary in their writing.
After they finished writing their first draft, the researcher walked around the class
to give feedback of the students’ draft. In this session, the class sounds very noise
because the students wanted their draft gave to be revised first. Then, the
researcher came closer to the students table one by one and gave feedback also
explained about their mistake.
Then, after the researcher gave feedback of their first draft, students were
asked to re-write their final draft. They did their work very well, although there
were several students who made some noise. Finally, they finished writing a story
52
based on the picture series. Then, they submitted their writing. The researcher
summarized the lesson and asked the students about the lesson that day “Well,
what have we learned today? Is it difficult for you?” They replied the questions
“About recount text mbak. Mmm… no mbak not difficult.” Finally the researcher
closed the lesson by saying good bye.

R : Gimana tadi nuisnya susah?(Did you find some difficulties?)
S :Gak ko mbak, bisa ko tadi.(No. I did not.)
R :Uda bisa ya nulisnya?(did you can write a story?)
S :Ya lumayan mbak, khan tadi uda dibantuin teliti sama mbak. (I think just a
little bit Miss because you were revised my writing.)
R :Terus, gimana tadi kerjaannya banyak salahnya gak?(Did you make a lot of
mistakes in your work?)
S : Kayaknya banyak mbak. hehe(Yes, I did it. hehe)
R : Kira-kira asyik gak klo pakek gambar gitu? (What dou you think if you write
a text using pictures?
S : Asyik mbak. Jadi bisa nulisnya. (Yes, Miss. Because of pictures, I can write
a text easily.)
From the interview transcript above, the researcher found that the students
have no difficulty in writing a recount text. She said that she could write a text by
using pictures. It means that picture series helped the students in developing ideas.
c. Reflection
From the result of the post-test in the second cycle, it can be concluded
that students’ writing skill is improved. Their result was satisfactory because the
picture series helped the students to develop their idea and their ability in writing.
It could be seen from several aspects when the researcher conducted the second
cycle. First, they can develop their ideas to make a story. From the students’
writing, it can be seen that picture series helped them in writing. The second
53
aspect is the students’ writing ability in costruct paragraph coherently and
cohesively improved. It could be seen in the result of their writing. The third
aspect is the students were very enthusiastic in teaching and learning process and
they showed positive attitude to the activities that were conducted by the
researcher. Besides that, there were some students who where active and often
asked the questions when they found some difficulties in writing.
However, using the picture series is only one of some ways to improve
students’ writing ability especially writing a recount text. Since the teacher rarely
used the media in teaching writing, the researcher has to develop her ability in
teaching to explain to the students about the use of pictures in writing a recount
text.
In conclusion, the use of picture series could improve students’ writing
skills of a recount text in terms of developing ideas. In addition, their writing
ability was improved in the aspect of language feature. Then, the students’ attitude
towards teaching was positive and they could construct the paragraph coherently
and cohesively. Therefore, the researcher took a decision to stop in this cycle.
After conducting the second cycle, the researcher came to the teacher to
discuss the result of the second cycle. The interview transcript below shows the
result of the second cyle.
R :Menurut ibu setelah melihat hasil siswa di cycle ini, apakah siswa sudah
mengalami peningkatan setelah menggunakan picture series? (After looked
the result of second cycle, do you think that students’ ability improved
after implementing picture series?)
ET : Iya dari hasilnya sih bisa dilihat kalau siswa sudah mengalami peningkatan.
(Yes. It could be seen from the result of the second cycle that the
students’ ability in writing is improved.)
R :Menurut ibu, apakah saya masih perlu perbaikan? (Should I conduct the next
cycle?)
ET :Menurut saya ini sudah cukup mbak,khan kita sudah melihat kalau siswa
sudahmengalami peningkatan dari yang sebelumnya (I think not. It is
enough because we can be seen that students’ writing skill is improved
rather than the previous cycle.)
54
Based on the interview transcripts above, the researcher and the teacher
discussed to stop the implementation the action in this cycle. From the discussion
the teacher thought that students’ ability is improved after implemented the action
in this cycle. In conclusion, the second cycle was successfully achieved the
learning indicators.
B. Students’ Score
In this section, the researcher discusses the result of the research. This
research was conducted on April 12 - May 24. Based on the research, the goal was
expected by the researcher that is to improve students’ writing skill of recount text
had achieved. The result of the research can be seen from the students’ attitude in
teaching-learning process and also the result of students’ score in writing from
pre-test to post-test. The discussions of those aspects are presented bellow.
In the first cycle, the researcher conducted three meetings. Then, she
conducted the teaching and learning process in the first cycle by giving some
models of a recount text. The texts were given by the researcher to give the
students clear understanding about recount text. In addition, she did presenting,
discussing, practicing and producing a text. Based on the observation in the class,
the result shows that students bring some improvements during teaching and
learning writing. The researcher found that some of the students became active
and enthusiastic in learning writing. Then, they did not have difficulties in
developing ideas in writing.

55
The students’ improvement can be seen from the students’ ability in
raising the some aspects of writing. The examples of students’ writing are
presented as follows.
Figure 5. The example of students’ work in Cycle 1

56
Figure 6. The example of students’ work in Cycle 1
Based on the examples of students’ writing above, it can be seen that some
students still had difficulties in terms of grammar.Some of them also made

57
mistakes in the use of articles, spelling and punctuations. These results are also
supported by the interview transcript below.
R :Gimana dek tadi kesulitan gak nulis teksnya?(did you find any difficulties in
writing a text?)
S : Ya kayak gitu mbak.(Yes, Miss.)
R : Menurutmu kesulitannya apa, dik?(What was your difficulty?)
S : Gak bisa ngubah ke past tense nya mbak.( I can not use the past tense in
writing)
R : Masih bingung past tensenya ya. Emm, kalo nulis ceritanya masih bingung
gak?(The problem is the past tense, is not? Do you have a problem in
constructing a text?)
S : Masih mbak, tapi tadi kebantu sama gambarnya.(Yes, Miss, but the pictures
are help me in writing)
R : Kalo bagian-bagian recount text bingung gak?(Do you understand the
generic structure of a recount text?)
S : Ya lumayan mbak. (Just a little bit)
From the interview transcript above, it can be concluded that most of the
students do not really understand about the simple past tense. The students’ ability
in developing ideas improved. They said that the pictures helped them in
developing idea. Then, they understood the generic structure of a recount text.
Then, the result of the research that shows the improvement is the
students’ writing score in the first cycle. The comparison between students’
writing score is presented in the following table.
Table 3: The Result of Writing Score in Pre-test
Rater Content Organization Vocabulary Language Mechanic

Use
Rater 1 19.1 12.5 11.4 11.9 3,27
Rater 2 18.0 10.9 10.1 9.97 2,87
Mean 18.55 11.7 10.8 10.9 3.07
Score
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Table 4: The result of Writing Score in Cycle 1

use
Rater 1 20.13 13.5 12.3 12.6 3.4
Rater 2 19.0 12.0 11.0 10.9 3.0
Mean 19.6 12.8 11.7 11.8 3.2
Score
The comparison of the mean score of the pre-test and that the first cycle
can be seen after gaining the score. The following table shows the information
related to the students’ mean values in five aspects.
Table 5: The Comparison of Students’ Mean Score in Five Aspects of
Writing in the Pre-test and Cycle 1
Test Content Organization Vocabulary Language Mechanic

use
Pre-test 18.55 11.7 10.8 10.9 3.07
Post-test 19.6 12.8 11.7 11.8 3.2
1
Gained 1.05 1.1 0.9 0.9 0.13
Score
The table above shows the improvement of the students’ writing skills in
all aspects. It presents the mean score in five aspects of writing including the
content, organization, vocabulary, language use, and mechanic. It was taken from
the pre-test and the first cycle. The descriptions of the mean score in five aspects
are presented as follows.
The first aspect is content. The mean score in the pre-test is 18.55 while in
the first cycle score is 19.6. Thus, the gained score in content aspect is 1.05. The
next aspect is organization aspect. The mean score in the pre-test is 11.7 while in
the first cycle score is 12.28. Thus, the gained score is 1.1. Meanwhile, in
59
vocabulary aspect, the mean score of pre-test is 10.08 while in the first cycle,
thescore is 11.7. So, the gained score is 0.9. Then in language use aspect, the
mean score in pre-test is 10.9 while the mean score in first cycle is 11.8. Thus, the
gained score is 0.9. The last aspect is mechanic. The mean score in the pre-test is
3.07 while the score in the first cycleis 3.2. Therefore, the gained score is 0.13.
The students’ improvement in the five aspects above is visualized in the following
chart.
25
20
15
10
5 Pre-test
0 Cycle 1
Figure 7: The Students’ Mean Score in the Pre-test and the Cycle 1.
Thereseracher found that there were some improvements after the
implementation of picture series in the first cycle. The researcher also found that
there were some problems in the first cycle. First, the students still found
difficulties in constructing sentences. Second, students had difficulties about the
grammar. Third, the teacher did not manage the class well enough so that
sometimes some students were busy with themselves and finally they did not join
and understand the lesson well.
Based on the result in the first cycle, the treatment still had some
weaknesses. Therefore, the researcher discussed with the English teacher to

60
design the second cycle. The objective of this cycle is solving some problems
which are found in the first cycle. Thus, the reflection in the first cycle
encouraged the researcher to make better plans and actions to implement in the
second cycle.
In this cycle, the researcher decided to conduct two meetings because the
school would conduct final examination. Then, the researcher had limited time in
the second cycle. The researcher decided to teach recount text by media. The
media is the pictures series which is printed and attached in front of the class. The
goal by using this media is assisting the students in developing idea and also
giving more explanation about recount text both in generic structure and language
feature. Then, the researcher designed an activity to make some groups and each
groups produced a story about recount text. In addition, the researcher gave
feedback for the students’ work and asked them to revise their work. Thus, the
researcher expected that students would made better improvement of writing
skills. The researcher also tried to manage the class in an appropriate way so that
the students could participate in the class actively.
Based on the aim that the researcher wanted to achieve, that is improving
students’ writing skills of recount text, the researcher found that the result of the
actions was satisfying. It could be seen from several aspects when the researcher
conducted the cycle 2. First, they can develop their ideas to make a story. Then,
the students writing skill in the aspect of grammatical errors seemed to be
improved. It seemed in the result of their writing. The third aspect is the students
were very enthusiastic in the teaching and learning process and they showed
61
positive attitude to the activities that was conducted by the researcher. Besides
that, some of the students seemed to be active and often asked the questions when
they found some difficulties in writing. Moreover, the students often used the
dictionary in this cycle compared to those in the first cycle.
The students’ improvement can be seen from the students’ ability in
improving the some aspects of writing. It can be seen from the interview transcript
that most of the students stated that they had better understanding about the use of
picture series to improve their writing skills of a recount text and the examples of
students’ writing were also presented below.
Figure 8. The example of students’ work in the Cycle 2

62
Figure 9. The example of students’ work in the Cycle 2.
Based on the examples of students’ writing above, it can be seen that
students’ mistakes in writing a recount text decreased. Students’ mistakes are not
as many as their mistake in the first cycle.Through the interview, the students also
stated that they had better understanding on grammar and no longer find any
meaningful difficulty in writing. The interview transcript is presented as follows.

63
R : Yusuf, gimana tadi kerjaannya banyak salahnya gak?(Yusuf, did you make
a lot of mistakes in your work?)
S : Ya gitumbak, lumayan mbak kayaknya. hehe(No Miss, it seems a litle bit.
hehe)
R : Kira-kira masih ada yang bingung nggak?(What do you think?Do you still
have difficulty?)
S :Ada mbak terkadang lupa verb 2 nya(Yes Miss, I forget to use the verb 2.)
R : Ok. Masih bingung gak sama generic structure nya teks recount?(OK. Do
you have difficulty about the generic structure of a recount text?)
S : Udah enggak mbak. (No, Miss.)
R : Masih kesulitan gak tadi nulisnya?(Did you have any difficulty?)

S : Udah paham miss, dijelasin sama mbak jadi ngerti. Hehe(I had understood
since you had explained it. Hehe)
R : Kalo bikin ceritanya masih bingung nggak? Sama verb 2 nya masih bingung
nggak?(do you have difficulty towrite a story? Do you have difficulty
about verb 2?)
S : Kadang masih sih mbak, kalo pas dijelasin itu bisa mbak tp kalo pas nulis
kadang lupa. hehe(Sometimes, Iconfused, I understand when you explain it
but when I write a text, sometimes I forget it Miss)
From the interview transcript and the pictures of the examples of students’
writing above, we know that students’ mistakes decreased in the second cycle.
They also stated that their understanding of grammar also get better in the second
cycle. Furthermore, students also had better understanding on generic structure of
recount text by using picture series.
Then, the result of the research in the second cycle could also be seen
through the students’ writing score. The comparison between students’ writing
score in cycle 1 and cycle 2 are presented in the following table.
Table 6: The Result of Writing Score in Cycle 1 in Each Aspect

use
Rater 1 20.13 13.5 12.3 12.6 3.4
Rater 2 19 12 11 10.9 3
Mean Score 19.6 12.8 11.7 11.8 3.2
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use
Rater 1 21.6 14.4 12.7 12.8 3.57
Rater 2 20.5 14.4 13.1 12.4 3.53
Mean 21.1 14.4 12.9 12.6 3.55
Score
The comparison of the mean score of the first cycle and that inthe second
cycle can be seen after gaining the score. The following table shows the
information related to the students’ mean values in five aspects.
Writing in Cycle 1 and Cycle 2

use
Cycle 1 19.6 12.8 11.7 11.8 3.2
Cycle 2 21.1 14.4 12.9 12.6 3.55
Gained 1.5 1.6 1.2 0.8 0.35
Score
content, organization, vocabulary, language use, and mechanic. It was taken in the
first cycle and second cycle. The descriptions of the mean score in five aspects are
presented as follows.
The first aspect is content. The mean score in the first cycle is 19.6 while,
that in the second cycle score is 21.1. Thus, the gained score in content aspect is
1.5. Meanwhile, in organization aspect, the mean in the first cycle is 12.8 while in
the second cycle,thescore is 14.4. So, the gained score is 1.6. The next aspect is
65
vocabulary. In the first cycle is 11.7 while in the second cycle the mean value is
12.9. Therefore, the gained score is 1.2. In the language use aspect, the mean
score in the first cycle is 11.8 while in the second cycle, the score is 12.6. Thus,
the gained score is 0.8. The last aspect is mechanic. In the first cycle the mean
value is 3.2 while in the second cycle the mean value is 3.55. Therefore, the
gained score is 0.35. The students’ improvement in the five aspects above is
visualized in the following chart.
25
20
15
Cycle 1
10
Cycle 2
0
Content Organization Vocabulary Language Mechanics
Use
Figure 9: The Students’ Mean Score in Cycle 1 and Cycle 2.

On May 24, 2014. The researcher conducted the post-test. It was
conducted after implementing the actions of the second cycle. The researcher
conducted the post-test to prove the students’ improvement of writing. The
students’ improvement can be seen from the students’ ability in raising the some
aspects of writing. It can be seen from the examples of students’ writing presented
below.
66
Figure 11. The example of students’ work in the post-test
Figure 11. The example of students’ work in the post-test

67
Based on the example of the students’ work above, it can be concluded
that students’ mistakes in the post testdecreased.Although, there were a few
mistakes in terms of spelling and punctuation the students’ ability in writing of a
recount text improved.
Then, the result of the research in the post-test could also be seen through
the students’ writing score. The comparison betweenstudents’ writing score in the
second cycle and the post-test is presented in the following table.

use
Rater 1 21.6 14.4 12.7 12.8 3.57
Rater 2 20.5 14.4 13.1 12.4 3.53
Mean 21.1 14.4 12.9 12.6 3.55
Score
Table 10: The Result of Writing Score in Post-test in Each Aspect

use
Rater 1 23 14.83 13.2 14.1 3.73
Rater 2 21.1 14.4 14 14 3.67
Mean 22.1 14.62 13.6 14.1 3.7
Score
The comparison between the mean score of the second cycle and that of
thepost-test can be seen after gaining the score. The following table shows the
information related to the students’ mean values in five aspects.

68
Writing in the Cycle 2 and Post-test

use
Cycle 2 21.1 14.4 12.9 12.6 3.55
Post-test 22.1 14.62 13.6 14.1 3.7
Gained Score 1.0 0.22 0.7 1.5 0.15
the second cycle and the post-test. The descriptions of the mean score in five
aspects are presented as follows.
The first aspect is content. The mean score in the second cycle is 21.1
while in the post-test score is 22.1. Thus, the gained score in the content aspect is
1.0. The next aspect is organization aspect. The mean score in the second cycle is
14.4 while in the post-test, the score is 14.62. Thus, the gained score is 0.22.
Meanwhile, in vocabulary aspect, the mean score of second cycle is 12.9 while
that in the post-test is 13.6. So, the gained score is 0.7. Then in the language use
aspect, the mean score in the second cycle is 12.6 while the mean score in the
post-test is 14.1. Thus, the gained score is 1.5. The last aspect is mechanic. The
mean score in the second cycle is 3.55 while that in the post-test score is 3.7.
Therefore, the gained score is 0.15. The students’ improvement in the five aspects
above is visualized in the following chart.

69
25
20
15
Cycle 2
10
Post-test
0
Content Organization Vocabulary Language Mechanics
Use
Figure 12: The Students’ Mean Score in Cycle 2 and the Post-test
Then, the result of the research could also be seen through the students’
writing score. The comparison betweenstudents’ writing score in the pre-test and
the post-test is presented in the following table.
Writing in the Pre-test and the Post-test

use
Pre-test 18.55 11.7 10.8 10.9 3.07
Post-test 22.1 14.62 13.6 14.1 3.7
Gained Score 3.55 2.9 2.7 3.2 0.63
the pre-test and the post-test. The descriptions of the mean score in five aspects
are presented as follows.

70
The first aspect is content. The mean score in the pre-test is 18.55 while in
the post-test score is 22.1. Thus, the gained score in the content aspect is 3.55. The
next aspect is organization aspect. The mean score in the pre-test is 11.7 while in
the post-test, the score is 14.62. Thus, the gained score is 2.92. Meanwhile, in
vocabulary aspect, the mean score of the pre-test is 10.8 while that in the post-test
is 13.6. So, the gained score is 2.7. Then in the language use aspect, the mean
score in the pre-test is 10.9while the mean score in the post-test is 14.1. Thus, the
gained score is 3.2. The last aspect is mechanic. The mean score in the pre-test is
3.07 while that in the post-test score is 3.7. Therefore, the gained score is 0.63.
The use of picture series is only one of many ways in improving students’
writing skills of a recount text. Since the teacher was rarely used the media in
teaching writing, the researcher has to develop their ability in teaching to explain
to the students about the use of pictures in writing a recount text.
However, by considering the improvement above, the researcher
concluded that picture series could improve students’ writing skills in terms of
developing ideas. Then, the students’ writing ability improved in the aspect of
grammar. Moreover, the students showed more positive attitudes towards the
teaching-learning process. They seem very enthusiastic because some students
took a part in the discussion and asked some questions when they found
difficulties. Therefore, the researcher decided to stop the cycle.
C. Discussion
In this section, the researcher provides the results of the research in the
first and second cycle. The results of the research were used to prove the
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improvement of students’ writing skills of recount texts by using picture series in
teaching and learning process. Before conducting a research, the researcher
conducted an observation in the writing class at Eighth grade students of SMP
Muhammadiyah 2 Kalasan. The observation was done to know the problems in
teaching and learning process of writing.
Based on the observation, the researcher found that the students had a
problem in developing ideas. They also could not construct the paragraphs
coherently and cohesively. In addition, they made mistakes in language use and
diction. Besides that, the media used by the teacher was not sufficient and the
students also had low motivation in teaching and learning process. To overcome
the problems, the researcher and the collaborator discussed some actions to be
implemented in teaching learning process.
The researcher and the collaborator decided to conduct three meetings in
the first cycle. The results of the first cycle showed the students’ improvement in
developing ideas. However, the students’ improvement in content, vocabulary,
and language use were not satisfying. The students made mistakes in writing a
recount text. Besides that, the students’ motivation in teaching learning process
improved. They seemed enthusiastic to construct a recount text. However, some
of the students were busy with their own business. From the results of research in
the first cycle, the researcher and the collaborator discussed to conduct the second
cycle.
In the second cycle, the researcher conducted two meeting because the
school would held the final semester examination. In this case, time to implement
72
the actions was limited. In this cycle, the students’ improvement increased. They
could construct a text in a good chronological order. The picture series helped the
students to generate ideas in writing a recount text. Besides that, the students’
improvement in content, vocabulary and language use was satisfying. They made
few mistakes in terms of grammar. Besides that, the students’ attitudes in the
teaching and learning process improved. Picture series could attract their
attention. They seemed very enthusiastic to write. They seemed very active in the
class. They asked the researcher when they found some difficulties in writing a
recount text.
From the explanation above, it can be concluded that the use of picture
series improved the students’ ability in writing a recount text. It helped students to
generate ideas. In addition, the students’ motivation and attention in teaching and
learning process improved.

CHAPTER V
CONCLUSIONS, IMPLICATIONS, SUGGESTIONS
This chapter presents the conclusions, implications, and suggestions of the
research. The further explanation of each part will be described as follows.
A. Conclusions
There are some conclusions found on the discussion in the previous
chapter. The conclusions are presented as follows.
The first conclusion is that pictures series can be used to improve the
students’ writing skill. The students’ writing ability increased. The improvement
could be seen through some points. The first point is the improvement of their
ability in developing ideas. The second point is that the students’ improvement
can be clearly seen from the mean score of the pre-test, cycle 1, cycle 2 and the
post-test . In the pre-test, the students mean score is 55.03, in the first cycle the
mean value is 59.10, while in the cycle 2 the mean value is 64.55, then inthe post-
test the mean value is 68.12.
The second conclusion is that the implementation of picture series
improves the students’ motivation in learning writing. The students’ attitude
toward writing is positive.It is indicated their activeness in the class.They also
enthusiastically write what the researcher asks to write. They are not afraid
anymore of making mistakes because they know that their teacher will give
feedback to them and they will be given a chance to correct their mistakes.
B. Implications
In teaching writing, it is important to implement an appropriate teaching
approach. The use of picture series in teaching writing of recount texts is an
73
74
effective way to improve the students’ writing skill. One of the positive points of
using picture series is the students can develop the idea to write a pargraph
inchronological order.
In the Cycle 1 the researcher found that some of indicators had not been
achieved, such as language features. However, the students’ development of ideas
in writing is improved. They seemed as if they did not have any difficulty in
developing ideas when the teacher used picture series to create a recount text.
Beside that, they had difficulty in constructing paragraph coherently and
cohesively. The researcher found that the students’ writing still had
inappropriategrammatical errors. Therefore, the researcher needed to continue the
second cycle.
In the second cycle, it can be concluded that students’ writing skill is
improved. Their result was satisfying because the picture series helped the
students to develop their idea and their ability in writing. It could be seen from
several aspects when the researcher conducted the second cycle. First, they can
develop their ideas to make a story. From the students’ writing, it can be seen that
picture series helped them in writing. The second aspect is the students’ writing
ability in grammatical improved. It could be seen in the result of their writing. The
third aspect is the students were very enthusiastic in teaching and learning process
and they showed positive attitude to the activities that were conducted by the
researcher. Besides that, there were some students who whereactive and often
asked the questions when they found some difficulties in writing.

75
In conclusion, the use of picture series could improve students’ writing
skills of a recount text in terms of developing ideas. Students could construct
paragraph coherently and cohesively. In addition, their writing ability was
improved in the aspect of grammar. Then, the students’ attitude towards teaching
was positive in writing.
Based on the conclusion, there is an improvement of students’ writing
skills after the picture series were implemented. The researcher can imply that
picture series can be used as away to improve the writing skills.
C. Suggestions
After conducting the research, the researcher proposes suggestions for the
English teacher, and other researchers as presented below.
1. For English teachers
Teachers should be able to choose an appropriate technique which
improve the students’ motivation in teaching and learning process. It is better if
the teachers use interesting media. One of the media to teach writing is picture
series.
2. For other researchers
This research discusses the implementation of picture series to improve
students’ writing skills in SMP Muhammadiyah 2 Kalasan. It is expected that the
result of the study can be used as an additional reference for other researchers,
especially researchers dealing with the teaching of writing.

76
REFERENCES
Anderson, A. and Anderson, K. 1997.Text Types In English 2. South Yara:

MacMillan Education Australia PTY LTD.
---------------------------------------. 2002. Text Types In English 3. South

Yara: Mac Millan Education Australia PTY LTD.
Badan Standar Nasional Pendidikan (BSNP). 2006. Standar Kompetensi

dan Kompetensi Dasar SMP/MTS. Jakarta: Depdikbud.
Brown, H. Douglas. 2001. Teaching by Principles: and Interactive

Approach to Language Pedagogy. New York: A Pearson Education
Company.
Burns, Anne. 1999. Collaborative Action Research for English Language

Teachers. Cambridge: Cambridge University Press.
Harmer, Jeremy. 1998. How to Teach English. Essex: Pearson Education

Limited.
-------------------. 2004. How to Teach Writing. Essex: Pearson Education

Limited.
------------------. 2007. The Practice of English Language Teaching. Essex:

Pearson Education Limited.
Joklova, Katerina. 2009. Using Pictures in Teaching Vocabulary. Masaryk

University.
Ministry of National Education. 2009. Instructional Media. Jakarta: Center

for Development and Empowerment of Language Teachers and
Education Personnel.
Oshima, Alice And Hogue, Ann. 1997. Introduction to Academic Writing:

Second Edition. New York: Addison Wesley Longman.
Spratt, Marry et al. 2005. The TKT Course. Cambridge: Cambridge

University Press.
Wright, Andrew. 1989. Pictures for Language Learning. Cambridge:

Cambridge University Press.
---------------------. 1992. Pictures for Language Learning. Cambridge:

Cambridge University Press.
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Yunus, Noor Azlina. 1981. Preparing and Using Aids for English
Language Teaching. Kuala Lumpur: Oxford University Press.
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FIELD NOTES
No : FN. 01
Hari, tanggal : Kamis, 16 Januari 2014
Jam : 10.00 – 10.15 WIB
Tempat : Ruang Kepala Sekolah
Kegiatan : Ijin observasi
Responden : Peneliti dan Wakil Kepala Sekolah
Peneliti datang ke sekolah pada pukul 10.00. peneliti bertemu petugas

keamanan didepan gerbang sekolah dan menyampaikan maksut kedatangannya
untuk menemui kepala sekolah. Petugas keamanan menjelaskan kepada peneliti
bahwa bapak kepala sekolah sedang tidak berada di sekolah. Kemudian petugas
keananan menjelaskan untuk bertemu ibu wakil kepala sekolah di ruangan.
Peneliti menuju ke ruang kepala sekolah.
Peneliti bertemu ibu wakil kepala sekolah di ruangan. Peneliti
memperkenalkan diri. Kemudian peneliti menyerahkan surat serta menyampaikan
maksut kedatangannya untuk memohon ijin observasi di kelas. Ibu wakil kepala
sekolah menjelaskan bahwa bapak sekolah sedang tidak berada di sekolah, maka
peneliti diminta untuk kembali lagi di hari berikutnya. Kemudian peneliti
berpamitan pulang.
No : FN. 02
Hari, tanggal : Jumat, 17 Januari 2014
Jam : 9.15 – 9.35 WIB
Responden : Peneliti dan Kepala Sekolah
Peneliti datang ke sekolah pada pukul 09.15. Peneliti menuju ruang kepala
sekolah. Peneliti bertemu Kepala Sekolah SMP Muhammadiyah 2 Kalasan.
Peneliti memperkenalkan diri kepada kepala sekolah. Peneliti menyampaikan
kedatangannya untuk memohon ijin observasi di kelas dua pada mata pelajaran
bahasa Inggris. Kepala sekolah memberikan ijin kepada peneliti untuk melakukan
observasi di kelas bahasa Inggris. Kepala sekolah menanyakan tujuan dari
observasi tersebut. Peneliti menjelaskan bahwa observasi tersebut akan digunakan
meneliti masalah yang ditemukan siswa dalam belajar bahasa Inggris di kelas.
Selain itu, peneliti juga menyampaikan bahwa hasil observasi akan digunakan
sebagai field problems dalam skripsinya. Kemudian, kepala sekolah menjelaskan
kepada peneliti untuk bertemu guru bahasa Inggris untuk berdiskusi. Peneliti
berpamitan dan menuju ruang guru.
79
No : FN. 03
Jam : 9.40 – 10.20 WIB
Tempat : Ruang Guru
Responden : Peneliti dan Guru Bahasa Inggris (GBI)
Peneliti menuju ruang guru setelah bertemu kepala sekolah. Peneliti

bertemu GBI. Peneliti dan GBI saling memperkenalkan diri. Peneliti
menyampaikan kepada GBI untuk memohon ijin melakukan observasi di kelas.
Kemudian, peneliti juga menjelaskan bahwa ia telah bertemu kepala sekolah dan
telah diijinkan untuk melaksanakan observasi di kelas.
GBI memberikan ijin kepada peneliti untuk melaksanakan observasi di
kelas. Peneliti bertanya kepada GBI kapan peneliti dapat melaksankan observasi
di kelas. GBI menerangkan bahwa besok pagi peneliti bisa melaksanakan
observasi. GBI memberikan penjelasan bahwa besok pukul 07.40 peneliti
dipersilahkan melaksanakan observasi di kelas 8D.
No : FN. 04
Hari, tanggal : Sabtu, 18 Januari 2014
Jam : 7.40 – 09.00 WIB
Tempat : Kelas 8D
Kegiatan : Observasi
Responden : Peneliti, Guru Bahasa Inggris (GBI), Siswa
GBI memulai pelajaran dengan manyapa murid serta memeriksa kehadiran

siswa. Sebelum kegiatan belajar mengajar dimulai, GBI menanyakan kepada
siswa tentang apa yang telah mereka pelajari dipertemuan sebelumnya. Namun,
siswa tidak menjawab pertanyaan GBI. Kemudian, GBI menjelaskan tentang
materi yang telah mereka pelajari dipertemuan sebelumnya. GBI memulai
kegiatan belajar mengajar dengan menyampaikan materi yang akan disampaikan
oleh GBI saat itu. Siswa akan mempelajari tentang bagaimana menulis
pengalaman yang telah mereka alami. GBI mengawali dengan bertanya kepada
siswa apakah mereka memiliki pengalaman yang menarik atau tidak.
GBI menjelaskan mengenai generic structure dan language feature di dalam
teks recount pada papan tulis. GBI menjelaskan bagian-bagian dari teks recount
secra terperinci. Namun, siswa tidak memperhatikan penjelasn dari GBI. Hal
tersebut dapat diketahui ketika GBI bertanya kepada siswa “Apakah Sudah
Jelas?” Mereka tidak menjawab pertanyaan GBI. Kemudian guru menanyakan
kembali kepada siswa hingga tiga kali.
Kemudian, GBI meberikan beberapa latihan dalam menulis. GBI meminta
siswa untuk menulis sebuah cerita pengalaman mereka. Beberapa siswa terlihat
masih bingung dengan tugas yang diberikan oleh GBI. Siswa terlihat kesulitan
ketika menulis sebuah cerita dan menyusun kata ke dalam beberapa kalimat.
80
Beberapa siswa mengatakan bahwa “Miss, nggak tau mau nulis apa miss.”
Setelah siswa selesai mengerjakan latihan, GBI meminta siswa untuk
menulis pekerjaannya pada papan tulis. Kondisi di kelas terlihat sangat ramai.
Karena hal tersebut, GBI sering mengingatkan siswa untuk tidak membuat gaduh
di kelas. Namun, siswa tetap saja membuat gaduh di kelas. Hal tersebut terjadi
karena siswa tidak mendapatkan giliran untuk menuliskan pengalamannya pada
papan tulis. Stelah itu, siswa diminta untuk mengumpulkan pekerjaannya di atas
meja di depan kelas. Bel istirahat berbunyi. Guru menutup perjumpaan dengan
mengucapkan “Goodbye” dan meninggalkan kelas.
No : FN. 05
Hari, tanggal : Sabtu, 29 Maret 2014
Jam : 10.00 – 10.15 WIB
Kegiatan : Ijin penelitian
Responden : Peneliti dan Wakil Kepala Sekolah
Peneliti datang ke sekolah pada pukul 10.00. peneliti menuju ruang kepala
sekolah. Peneliti bertemu kepala sekolah. Peneliti menjelaskan kedatangannya ke
sekolah untuk memohon ijin melaksanakan penelitian untuk skripsinya.
Kemudian, peneliti menyerahkan tembusan surat permohonan ijin penelitian
kepada kepala sekolah.
Kepala sekolah menanyakan judul skripsi peneliti. Peneliti menjelaskan
judul skripsinya yaitu “Improving the Writing Skills of Recount Texts by Using
Picture Series for the Eighth Grade Students of SMP Muhammadiyah 2 Kalasan”
Peneliti menjelaskan lagi kepada kepala sekolah bahwa peneliti ingin mengetahui
apakah picture series dapat meningkatkan kemampuan siswa ketika menulis.
Kepala sekolah memberikan ijin kepada peneliti untuk melakukan penelitia
yang digunakan untuk mengumpulkan data skripsi peneliti. Kemudian, kepala
sekolah memepersilahkan peneliti untuk menemui GBI. Kepala sekolah
memberikan nasihat untuk menemui GBI supaya peneliti bisa berdiskusi dan
memohon ijin penelitian di kelas. Kemudian, peneliti mohon pamit kepada kepala
sekolah untuk menemui GBI.
81
No : FN. 06
Hari, tanggal : Sabtu, 29 Maret 2014
Jam : 10.20 – 11.30 WIB
Tempat : Ruang Guru
Kegiatan : Ijin Penelitian
Peneliti menuju ruang guru. Namun, GBI tidak berada di tempat karena
beliau sedang mengajar dikelas. Kemudian, peneliti menunggu GBI di depan
ruang guru. Pukul 11.00 GBI berada di ruang guru. Peneliti menghampiri GBI di
ruang guru. Peneliti menyampaikan kepada GBI bahwa ia akan melaksanakan
penelitian untuk mengambil data skripsinya. GBI juga menjelaskan bahwa kepala
sekolah telah memberikan ijin.
GBI mengijinkan peneliti untuk melaksanakan penelitian di kelas bahasa
Inggrisnya. GBI menanyakan kapan peneliti akan melaksanakan penelitian.
Peneliti menyampaikan bahwa minggu depan ia akan melaksanakan penelitian.
Kemudian, peneliti juga menjelaskan bahwa ia ingin mendiskusikan RPP yang
telah ia buat untuk di periksa oleh GBI minggu depan. GBI mempersilahkan
peneliti untuk memeriksakan RPP kepada GBI. Kemudian peneliti memohon ijin
untuk pulang.
No : FN. 07
Hari, tanggal : Kamis, 10 April 2014
Jam : 09.00–9.30 WIB
Tempat : Ruang Guru
Kegiatan : Konsultasi RPP
Peneliti menuju ruang guru. Namun, GBI tidak berada di tempat karena
beliau sedang mengajar dikelas. Kemudian, peneliti menunggu GBI di depan
ruang guru. Waktu jam istirahat GBI berada di ruang guru. Peneliti menghampiri
GBI di ruang guru. Peneliti menyapa GBI dan GBI membalas sapaan peneliti.
Peneliti menyampaikan maksut kedatangannya untuk berkonsultasi tentang RPP
yang telah dibuatnya. Peneliti menyerahkan RPP kepada GBI. GBI melihat serta
memeriksa RPP yang dibuat GBI.
GBI memberikan sedikit nasihat kepada peneliti untuk merubah beberapa
activity yang ada di dalam RPP. Kemudian peneliti menanyakan kepada GBI
tentang metode pembelajaran yang peneliti gunakan. GBI mempersilahkan
peneliti untuk menggunakan metode sesuai dengan RPP yang sudah dirancang.
Kemudian, peneliti memohon ijin kepada GBI untuk melaksanakan pre-test. GBI
memperbolehkan peneliti untuk melakukan pre-test pada hari Sabtu. GBI
menanyakan kepada peneliti tentang materi yang digunakan untuk pre-test sudah
siap atau belum.GBI juga memberikan saran agar siswa diminta untuk membuat
sebuah cerita dengan topic yang telah ditentukan sebelumnya. Peneliti menerima
saran GBI. Peneliti kemudian berpamitan kepada GBI.
82
No : FN. 08
Hari, tanggal : Sabtu, 12 April 2014
Jam : 10.10 – 11.30 WIB
Tempat : Kelas 8D
Kegiatan : pelaksanaan pre-test
Responden : Peneliti, Guru Bahasa Inggris (GBI), dan Siswa
Peneliti dan GBI menuju ruang kelas 8D. GBI menyapa siswa. Kemudian
GBI memperkenalkan peneliti kepada siswa. Peneliti memperkenalkan diri di
depan kelas. GBI menjelaskan maksut dan tujuan peneliti di kelas 8D. GBI
mempersilahkan peneliti untuk duduk. GBI memberikan penjelasan kepada siswa
tentang topik yang akan mereka pelajari pada hari tersebut. GBI membagikan
lembar kerja kepada siswa. Kemudian, GBI memberikan instruksi kepada siswa
untuk menuliskan sebuah cerita sesuai dengan toipik yang telah ditentukan pada
lembar kerja siswa.
Siswa di beri waktu untuk membuat sebuah cerita secara mandiri. Beberapa
siswa terlihat sangat bingung. Mereka tidak tahu apa yang harus mereka ceritakan.
Yusuf : “Nulis opo iki?”
GBI : “Kenapa baru satu kalimat?”
Yusuf : “Bingung, Miss.”
GBI : “Desti mana pekerjaan mu?”
Desti : “Mboh, Miss radong.. bingung mau nulis apa ki lho”
Bel tanda pelajaran usai telah berbunyi. GBI memberi perintah kepada siswa
untuk mengumpulkan hasil pekerjaanya di atas meja. Siswa kemudian berebut
mengumpulkan hasil pekerjaannya. Peneliti kemudian berpamitan kepada GBI
dan siswa.
No : FN. 09
Jam : 8.30–9.50 WIB
Tempat : Kelas 8 D
Kegiatan : Cycle 1, peretemuan I
Peneliti dan GBI menuju kelas 8D. Peneliti menuju bangku belakang dan
bersiap mengamati proses belajar mengajar di kelas. GBI menyapa siswa dengan
mengucapkan “AssalamualaikumWr. Wb, good morning everyone. How are you
all today?” siswa kemudian menjawab sapaan GBI “Good morning miss. I am
fine” setelah itu GBI memeriksa kehadiran siswa. Kelas terlihat sangat gaduh.
GBI mengingakan siswa untuk tidak berbuat gaduh di dalam kelas. Kemudian dia
menegur salah satu siswa yang terlihat sering membuat gaduh di kelas. “Dicky!”
GBI kemudian membagikan materi kepada siswa untuk mendiskusikan
sebuah teks. GBI meminta perhatian siswa dan memulai mendiskusikan sebuah
teks yang telah GBI bagikan. GBI bertanya kepada siswa tentang gambar dan teks
yang telah mereka dapatkan. Kemudian, GBI dan siswa mendiskusikan bersama
83
tentang generic structure dan language feature dari teks tersebut. Setelah itu, GBI
memberikan arahan kepada siswa untuk mengerjakan sebuah latihan. Siswa
diminta untuk menjodohkan runtutan gambar dengan kalimat yang telah disusun
acak secar berpasangan. Mereka nampak antusias mengerjakan latihan tersebut.
Setelah semua siswa selesai mengerjakan latihan, GBI mendiskusikan latihan
tersebut bersama siswa. Kemudian, GBI membagikan lagi handout kepada siswa.
Siswa diminta untuk menyusun dengan benar kalimat yang disusun acak sesuai
runtutan gambar secara mandiri. Kemudian, GBI meminta beberapa siswa untuk
menuliskan jawabannya pada papan tulis. Selain itu, siswa diminta untuk
mengerjakan latihan lain. Mereka diminta untuk membuat sebuah kalimat
berdasarkan gambar menggunakan past verb sesuai pada contoh yang telah
diberikan. Namun, kelas nampak sangat gaduh. Hal tersebut dikarenakan mereka
bingung bagaimana mengubah verb 1 ke dalam verb 2.
Desti : “Miss ini tuh gimana toh miss?”
GBI : “Yang mana Desti?
Desti : “Ini lho miss yang nomer dua yang “wash my car’.
GBI : “Coba bikin kalimatnya gimana?”
Desti : “My Father wash my car yesterday.”
GBI : “Itu wash-nya dirubah ke past tense dong Des.
Desti: “Kayak gimana miss?”
GBI: “Coba cek di kamus dulu Des”
Kemudian, GBI memberikan arahan kepada siswa untuk melihatnya di
dalam kamus mereka. Bel tanda istirahat telah berbunyi. GBI menanyakankepada
siswa tentangapa yang telah mereka pelajari pada hari itu. GBI menutup pelajaran
dengan mengucapkan “Thank you and good bye.” GBI di ikuti peneliti
meninggalkan ruang kelas 8D.
No : FN. 11
Jam : 10.10–11.30 WIB
Tempat : Kelas 8D
Kegiatan : Cycle 1, Pertemuan II
Peneliti dan GBI menuju kelas 8D. GBI mengawali kelas dengan menyapa
siswa dan mememriksa kehadiran. GBI mengingatkan tentang pelajaran yang
telah mereka pelajari sebelumya. Kemudian, GBI bersama siswa mendiskusikan
contoh lain dari teks recount. Siswa diminta untuk mengidentifikasi generic
structure dan language feature dari teks recount. Teks recount tersebut adalah
“My Grandpa Birthday”. GBI memberikan penjelasan tentang language feature
dan mengecek pemahaman siswa “Any questions everyone?”
Kemudian, siswa diminta untuk melengakapi dengan verb yang bener pada
kata yang telah dikosongkan. Kemudian beberapa siswa bertanya kepada GBI
tetang kesulitan yang mereka alami “Miss, nomer ini itu maksutnya apa sih?”
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kemudian, GBI menjelaskan maksut dari nomer tersebut seperti apa. GBI
mengelilingi kelas untuk membantu siswa ketika mereka menemukan kesulitan.
Setelah itu, siswa diminta untuk mengerjakan latihan yang lain yaitu
menjodohkan kata dengan artinya. Selanjutnya, GBI meminta siswa untuk
menjawab latihan tersebut. Namun, siswa tidak ada yang bersedia untuk
menjawab. Kemudian, GBI menyuruh siswa yang membuat gaduih di kelas untuk
menjawab soal pada latihan. Mereka menjawab jawaban yang berada pada
handout. Selanjutnya, GBI meminta siswa untuk membuat sebuah kalimat
berdasarkan runtutan gambar secara mandiri. Namun, GBI harus meninggalkan
kelas untuk sementara dikarenakan GBI harus mengurus siswa dari kelas lain
yang sedang mengalami masalah di sekolah. GBI meminta peneliti untuk
mengantikannya mengawasi siswa di kelas. Peneliti membantu siswa yang
mengalami kesulitan. Peneliti memberika beberapa penjelasan untuk membantu
siswa memecahkan masalahnya. Kemudian, beberapa siswa membuat gaduh dan
mengganggu siswa lain. Peneliti menghampiri mereka dan meminta mereka untuk
tidak membuat gaduh serta menyuruh mereka melanjutkan mengerjakan pekerjaan
yang telah diberikan.
GBI datang dan meminta siswa untuk melanjutkan pekerjaanya di rumah
dikarenakan jam pelajaran telah usai. GBI bertanya kepada siswa tentang
pelajaran yang mereka pelajari pada hari itu. Ia mengingatkan untuk mengerjakan
pekerjaannya di rumah. Kemudian GBI menutup kelas dan siswa memulai
‘Tadarus Al-Quran’.
No : FN. 12
Jam : 10.10–11.30 WIB
Tempat : Kelas 8D
Kegiatan : Cycle 1, Pertemuan III
Peneliti dan GBI menuju kelas. Seperti biasa GBI mengawali kelas dengan
menyapa dan memeriks kehadiran siswa. GBI memberikan handout kepada siswa.
Ia memberika instruksi untuk melengkapi kata yang hilang dengan menggunakan
verb yang benar secara berpasangan. Siswa mengerjakan latihan dengan antusias.
Kemudian, GBI memeriksa pemahaman siswa. Ia meneliti satu persatu dan
membantu siswa yang mengalami kesulitan. Setelah itu, GBI bersama siswa
mendiskusikan jawaban dari task yang diberikan.
Siswa dimimta untuk melakukan latihan yang lain. Pertama, GBI
memberikan instruksi kepada siswa untuk mecermati gambaryang telah diberikan.
GBI mempersilahkan siswa untuk melakukan brainstorming untuk menemukan
gagasan dari gambar untuk membuat sebuah cerita. Kemudian, GBI berjalan
berkeliling kelas untuk membantu siswa dalam menulis cerita. Kodisi di kelas
nampak sangat gaduh karena mereka secara bersamaan memanggil GBI untuk
membantu mereka. Jam pelajaran telah usai. Siswa diminta untuk mengumpulkan
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hasil pekerjaan mereka di atas meja. Kemudian, GBI menanyakan apa yang
mereka pelajari pada hari tersebut dan apakah materi yang diberikan tersebut sulit
bagi mereka. GBI menutup pelajaran pada hari itu dengan mengucapkan terima
kasih.
No : FN. 13
Hari, tanggal : Senin, 28 April 2014
Jam : 09.00–09.30 WIB
Tempat : Ruang piket
Kegiatan : Diskusi hasil penelitian Cycle 1
Peneliti telah sampai di sekolah pada pukul 09.00. peneliti menuju ruang
guru. GBI sedang tidak berada di ruang guru. Salah seorang guru memberitahukan
bahwa GBI sedang berada di ruang tata usaha. Peneliti diminta untuk menunggu
di ruang piket dikarenakan GBI mendapat tugas piket harian pada hari tersebut.
GBI menuju ruang piket.
Pukul 9.15 peneliti bertemu dengan GBI di ruang piket. Peneliti
menyampaikan maksut kedatangannya untuk membahas hasil penelitian pada
Cycle 1 yang telah dilaksanakan bersama. GBI meberikan pendapat bahwa siswa
telah mengalami peningkatan dalm menulis dibandingkan pada waktu pre-test.
Namun, masih ada beberapa aspek yang harus dibenahi dan di tingkatkan. GBI
memberikan pendapat bahwa siswa masih kesulitan untuk menggunakan kata
yang tepat saat menulis cerita. Selain itu, ia juga mengungkapkan bahwa siswa
masih kesulitan dalam menggunakan simple past tense. GBI juga menambahkan
bahwa siswa masih belum sadar akan penggunaan kamus saat kegiatan belajar
mengajar di kelas khususnya saat belajar menulis.
Berdasarkan hasil penelitian yang didapat, peneliti dan GBI memutuskan
untuk melakukan tahap berikutnya. Tahap tersebut dilakukan untuk memperbaiki
kesulitan yang masih dialami oleh siswa. Maka, GBI dan peneliti memutuskan
untuk mengadakan cycle ke dua.
Setelah itu, peneliti berpamitan kepada GBI dan mengatakan untuk
mempersiapkan materi yang akan digunakan pada cycle berikutnya. GBI
mempersilahkan peneliti pulang.
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No : FN. 14
Jam : 09.00–09.30 WIB
Tempat : Ruang guru
Kegiatan : Konsultasi RPP Cycle 2
guru. GBI sedang tidak berada di ruang guru. Peneliti menunggu GBI di depan
ruang guru. GBI kemudian menemui peneliti dan mempersilahkan masuk ke
dalam ruang guru.
Peneliti menyerahkan RPP Cycle 2 kepada GBI. Peneliti menyampaikan
maksut kedatangannya untuk berkonsultasi RPP yang telah ia rancang. GBI
memeriksa RPP yang telah peneliti serahkan. GBI memberi nasihat kepada
peneliti untuk mengganti beberapa task yang ada pada RPP. GBI menjelaskan
bahwa beberapa task sudah pernah dipergunakan dalam proses belajar mengajar
oleh GBI. Kemudian, peneliti bertanya kepad GBI tentang waktu yang dapat
dipergunakan oleh peneliti melanjutkan Cycle 2. GBI memberikan kesempatan
kepada GBI untuk melaksanakan Cycle 2 dengan dua kali pertemuan dan satu
pertemuan lagi untuk melakukan post-test. GBI menjelaskan tidak dapat
memberikan kesempatan untuk tiga kali pertemuan di Cycle 2 dikarenakan siswa
akan menghadapi ujian akhir semester. Peneliti menerima nasihat dari GBI.
Kemudian, peneliti berpamitan kepada GBI.
No : FN. 15
Hari, tanggal : Kamis, 15 Mei 2014
Jam : 08.30–09.50 WIB
Tempat : Ruang kelas 8D
Kegiatan : Cycle 2, pertemuan I
Responden : Peneliti, kolaborator, dan Siswa
Peneliti dan kolaborator menuju kelas 8D. Peneliti mengawali kegiatan

belajar mengajar dengan menyapa kemudian dilanjutkan dengan memeriksa
kehadiran siswa. Peneliti menyampaiakan kepada siswa bahwa ia menggantikan
GBI mengajar karena GBI sedang ada urusan yang tidak dapat ditinggalkan.
Kemudian, peneliti menyampaikan topik yang akan di pelajari pada pertamuan
pertama.
Peneliti meminta salah satu siswa untuk membantunya. Salah satu siswa
diminta untuk membantu menempelkan gambar beserta teks pada papan tulis.
Kemudian, peneliti bersama siswa mendiskusikan materi yang diajarkan pada
pertemuan tersebut. Siswa memperhatikan apa yang peneliti jelaskan di depan
kelas dengan bantuan gambar. Peneliti menjelaskan kembali tentang generic
structure dan language feature agar siswa tidak lupa. Kemudian, peneliti
mempersilahkan siswa untuk bertanya. Salah seorang siswa bertanya kepada
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peneliti. Yusuf : “Jadi kalo past tense itu verb-nya tidak selalu ditambah –ed ya
mbak?” Peneliti : “Iya yusuf tidak semua, makanya kita harus sering melihatnya
di kamus”
Setelah itu, peneliti meminta siswa untuk membuat sebuah grup terdiri dari
lima atau enam siswa. Kemudian, setiap grup memioloih salah seorang siswa
sebagai ketua. Ketua kelompok dari setiap grup berkumpul untuk mengambil
undian, setelah itu memilih gambar yang sudah di tempel pada papan tulis. Siswa
berdiskusi dan membuat cerita berdasarkan gambar yang telah mereka pilih.
Peneliti berkelilimg untuk mendampingi siswa dalam berdiskusi. Siswa nampak
antusias saat berdiskusi. Selain itu, mereka sering menggunakan kamus ketika
menulis cerita.
Setiap grup meminta bantuan peneliti ketika mereka mendapat kesulitan.
Selanjutnya, ketua kelompok menuliskan sebuah cerita berdasrkan gambar pada
papan tulis. Peneliti bersama siswa mendidkusikan cerita yang telah mereka
tuliskan pada papan tulis. Kemudian, bel berbunyi. Peneliti memberikan
kesimpulan tentang pelajaran yang dipelajari pada pertemuan tersebut. Ia
mengakhiri pelajaran dengan mengucapkan “I think that all for today, thank you
very much. Have a nice day.”
No : FN. 16
Hari, tanggal : Sabtu, 17 Mei 2014
Jam : 10.10–11.30 WIB
Tempat : Ruang kelas 8D
Kegiatan : Cycle 2, pertemuan II
Responden : Peneliti, kolaborator, dan Siswa
Peneliti dan kolaborator menuju kelas 8D. Peneliti mengawali kegiatan

belajar mengajar dengan menyapa kemudian dilanjutkan dengan memeriksa
kehadiran siswa. Setelah itu, peneliti membagikan handout kepada siswa. Siswa
diminta untuk mengidentifikasi teks recount yang telah diberikan oleh peneliti
mengenai genneric structure dan language feature. Setelah itu, peneliti
medampingi diskusi untuk membantu siswa untuk lebih memahami tentang teks
recount khususnya mengenai language feature dari teks recount yaitu simple past
tense dan word showing order.
Kemudian, peneliti memberikan picture series kepada siswa. Siswa diminta
untuk memperhatikan gambar dengan seksama bersama teman sebangku.
Selanjutnya, mereka diminta untuk outlining sebuah cerita berdasarkan runtutan
gambar. Siswa diminta untuk menuliskan first draft dari teks recount berdasarkan
outlining yang mereka buat sebelumnya secara mandiri. Peneliti berkeliling untuk
membantu siswa yang mengalami kesuliatan saat menulis teks recount. Siswa
sudah tidak malu lagi untuk bertanya kepada peneliti ketika mereka mengalami
kesulitan.
Selain itu, siswa sangat antusias untuk menggunakan kamus ketika mereka
menulis teks recount. Setelah mereka selesai menulis first draft, peneliti
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berkeliling kelas untuk memberikan feedback pada draft yang telah siswa
tuliskan. Kelas nampak sangat gaduh dikarenakan siswa mengingkan tulisannya
dikoreksi terlebih dahulu. Kemudian, peneliti mendatangi siswa satu persatu
secara bergantian untuk mengoreksi hasil tulisan siswa.
Kemudian, setelah peneliti memberikan feedback, siswa diminta kembali
menuliskan draft yang telah dikoreksi. Mereka mengerjakan tugas mereka dengan
baik walaupun beberapa dari mereka membuat gaduh di dalam kelas.
Akhirnya,mereka selesai menulis sebuah cerita berdasarkan runtutan gambar yang
telah diberikan. Setelah itu, mereka mengumpulkan hasil tulisannya. Peneliti
memberi kesimpulan tentang materi yang mereka pelajari pada pertemuan tersebut
“Well, what have we learned today? Is it difficult for you?” siswa menjawab
“About recounttexts mbak. Mmm..no mbak not difficult.” Kemudian peneliti
mengakhiri pelajaran dan meninggalkan kelas bersama kolaborator.
No : FN. 17
Hari, tanggal : Senin, 19 Mei 2014
Jam : 09.00–09.30 WIB
Tempat : Ruang Guru
Kegiatan : Diskusi hasil penelitian Cycle 2
guru. GBI sedang tidak berada di ruang guru. Peneliti menunggu GBI di depan
ruang guru.
Pukul 9.10 peneliti bertemu dengan GBI di depan ruang guru. Peneliti
menyampaikan maksut kedatangannya untuk membahas hasil penelitian pada
Cycle 2 yang telah dilaksanakan bersama. GBI meberikan pendapat bahwa siswa
telah mengalami peningkatan dalam menulis dibandingkan pada Cycle 1. Namun,
masih ada beberapa aspek yang memang harus di tingkatkan. GBI memberikan
pendapat bahwa siswa sudah mengalami peningkatan dalam semua aspek dilihat
dari hasil kerja siswa. Peneliti menceritakan kepada GBI bahwa siswa sudah lebih
sadar akan penggunaan kamus saat kegiatan belajar mengajar di kelas khususnya
saat belajar menulis. Selain itu, peneliti juga menjelaskan bahwa sikap mereka
ketika kegiatan belajar mengajar juga lebih baik. Kebanyakan dari mereka sudah
tidak malu untuk bertanya ketika menghadapi kesulitan. Dan mereka lebih
antusias dalam mengikuti pelajaran di kelas.
Berdasarkan hasil penelitian yang didapat, peneliti dan GBI memutuskan
untuk tidak melanjutkan tahap berikutnya. Hal tersebut dikarenakan siswa sudah
mengalami peningkatan setelah melakukan Cycle 2. Kemudian, peneliti memohon
ijin kepada GBI untuk melaksanakan post-test pada hari Sabtu. GBI memberikan
ijin kepada peneliti untuk melaksanakan post-test.
Setelah itu, peneliti berpamitan kepada GBI dan mengatakan untuk
mempersiapkan materi yang akan digunakan pada cycle berikutnya. GBI
mempersilahkan peneliti pulang.
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No : FN. 18
Jam : 10.10 – 11.30 WIB
Tempat : Kelas 8D
Kegiatan : pelaksanaan post-test
Responden : Peneliti, Kolaborator, dan Siswa
Peneliti dan kolaborator menuju ruang kelas 8D. Peneliti menyapa siswa.
GBI memberikan penjelasan kepada siswa tentang topik yang akan mereka
pelajari pada hari tersebut. Peneliti membagikan lembar kerja kepada siswa.
Kemudian, peneliti memberikan instruksi kepada siswa untuk menuliskan sebuah
cerita sesuai dengan toipik yang telah ditentukan pada lembar kerja siswa.
Siswa di beri waktu selama 60 menit untuk membuat sebuah cerita secara
mandiri. Siswa mengerjakan dengan baik. Nampak beberapa siswa membuat
gaduh. Namun, kondisi kelas tidak segaduh seperti biasanya. Peneliti
menghampiri dua siswa yang membuat kegaduhan di kelas dan menyuruh mereka
melanjutkan pekerjaannya. Waktu sudah berjalan selama 60 menit.
Bel tanda pelajaran usai telah berbunyi. GBI memberi perintah kepada siswa
untuk mengumpulkan hasil pekerjaanya di atas meja. Siswa kemudian berebut
mengumpulkan hasil pekerjaannya. Peneliti kemudian berpamitan kepada siswa.
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INTERVIEW GUIDELINE
BEFORE THE ACTION
A. FOR TEACHER
1. Selamat pagi, Bu. Dengan Ibu siapa?
2. Boleh saya bertanya sedikit tentang pembelajaran bahasa inggris?
3. Apa masalah yang sering ibu hadapi ketika mengajar writing dikelas?
4. Apakah ibu sering mengajar writing?
5. Biasanya mengajar writing dengan teknik dan media apa?
6. Apakah sering terdapat hambatan dalam mengajar?
7. Bagaimana upaya ibu untuk mengatasi hambatan tersebut?
B. FOR STUDENTS
1. Halo boleh tahu namanya siapa?
2. Apakah kamu suka belajar bahasa Inggris? Kenapa?
3. Gurunya kalau mengajar bagaimana?
4. Apakah guru pernah mengajar dengan media?
5. Menurut kamu belajar bahasa inggris yang menyenangkan itu bagaimana?
6. Suka nulis dalam bahasa Inggris tidak?
7. Apakah pernah belajar writing dengan gambar?
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INTERVIEW GUIDELINES
AFTER THE IMPLEMENTATION OF THE ACTIONS
A. AFTER THE TEACHING AND LEARNING PROCESS

FOR THE STUDENTS
1. Bagaimana pendapat kamu tentang pembelajaran hari ini?
2. Apakah kamu senang belajar bahasa inggris seperti tadi?
3. Lebih suka belajar dengan cara seperti tadi atau bagaimana?
4. Apakah ada kesulitan yang kamu jumpai?
5. Kamu lebih suka belajar menulis menggunakan media seperti tadi atau
tidak?
6. Bagaimana tadi task-nya?
7. Apakah ada kesulitan? Bagian yang mana yang sulit?
FOR THE COLLABORATOR
1. Bagaimana pendapat anda tentang penerapan picture series sebagai media?
2. Apakah ada masukan?
B. AFTER DOING THE WRITING TEST BASED ON THE PICTURE

SERIES
FOR THE STUDENTS
1. Menurut kamu tadi gimana setelah menggunakan gambar?
2. Tadi bisa tidak menulis recount-nya?
3. Apakah ada kesulitan?
C. AFTER DOING THE POST TEST

FOR THE STUDENTS
1. Bagaimana masih kesulitan dalam menulis teks recount?
2. Kalau dibandingkan dengan yang dulu, apakah sekarang lebih mudah dalam
menulis?
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Interview Transcript 1
Jam : 09.40-10.20 WIB
Tempat : Ruang Guru
Responden : Ibu Rohmeni Yustiningsih, S.Pd. (Guru Bahasa Inggris Kelas
VIII D)
P : Peneliti
G : Guru Bahasa Inggris
P : Selamat pagi, Bu. Dengan ibu Yusti? Saya Intan dari UNY yang mau
mengadakan observasi disini.
G : Ya, Mbak saya Yusti. Gimana Mbak?
P : Begini bu, saya sedang menyususun skripsi jadi saya boleh masuk di
kelas ibu untuk melakukan observasi. Selain itu saya ingin melakukan
wawancara sedikit untuk tahu keadaan kelas.
G : Mbak lagi nyusun skripsi ya? Y uda mbak gak apa apa. Silahkan, Mbak.
P : Kira-kira kapan saya bisa melakukan observasi bu?
G : Bagaimana kalau besok pagi mbak. Iya besok pagi saja ya mbak.
P : Baik nu kalau begitu. Besok itu jam berapa ya bu?
G : Mbak kira-kira mau masuk kelas apa? Mending ikut saya waktu saya
mengajar di kelas 8D aja ya. Kira-kira jam 7.40 mbak. Bagaimana?
P : Ya bu kalau begitu besok pagi saya datang ke sekolah. Apakah saya
boleh nanya sedikit bu mengenai pembelajaran bahasa Inggris?
G : Boleh saja mbak. Silahkan.
P : Apa yang sering ibu hadapi ketika mengajar di kelas?
G : Banyak mbak. Tapi yang sering saya jumpai itu anak-anak seperti
kurang motivasi dalam mengikuti pelajaran.
P : Ketika mengajar apa bu siswa mengalami kesulitan?
G : Biasanya tuh writing mbak. Kalau speaking atau yamg lainnya gitu gak
terlalu bermasalah. Anak-anak itu susah mbak kalo disuruh nulis.
P : Lalu, kesulitan apa yang sering ibu jumpai ketika mengajar writing?
G : Siswa itu susah mbak kalau disuruh nyusun kalimat. Mereka juga
bingung mau menulis apa. Selain itu, pemilihan katanya juga masih
belum sesuai.
P : Kalau mengajar writing gitu biasanya ibu pakek media apa?
G : Saya jarang menggunakan media mbak.
P : Terus kalau mengajar wriing gitu sering ada hambatan gak bu?
G : Ya ada mbak. Waktunya mepet mbak.Jadi saya sering menyuruh siswa
mengerjakan atau menulis gitu dirumah mbak.
P : Apakah fasilitas di sekolah ini sudah mendukung pembelajaran Bahasa
Inggris bu?Penggunaan LCD mungkin.
G : Kalau LCD ada mbak tapi gak ditaruh di setiap kelas.
P : Jadi kalau mau pakek LCD gitu ambil dari TU gitu ya bu?
G : enggak mbak, jadi anak-anak disuruh pindah ke lab.
P : Kalau begitu ntuk mengatasi permasalahan ketika mengajar writitng
gitu bagaimana, Bu?
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G : Ya terkadang saya harus mengulang-ulang terus, Mbak.Memang harus

sabar ngajar mereka mbak.
P : Baik, Bu. Mungkin sampai disini dulu wawancaranya. Terimakasih, Bu.
G : Sama-sama, Mbak. Ketemu besok pagi ya.
P : Oh iya Bu. Permisi.
Hari, tanggal : Sabtu, 18 january 2014
Jam : 12.30 WIB
Tempat : Kelas VIII D
Responden : Raditya Pratama (Siswa)
P : Peneliti
S : Siswa
P : Halo. Siapa ni namanya?

S : Radit.
P : Radit, mbak boleh nanya?
S : Iya mbak boleh.
P : Gini, mbak mau tanya kamu suka gak belajar bahasa Inggris?
S : Gak terlalu mbak.
P : Kenapa dek?
S : Susah
P : Susahnya pas apa?
S : Kalau aku semuanya susah mbak. Hehe
P : Waduh..tadi gimana? Bu yustin enek gak ngajarnya?
S : Ya gitu mbak. Enak sih mbak.
P : Bu Yustin pernah gak ngajarin kalian pakek media?
S : Pernah mbak tapi jarang.
P : Suka nulis bahasa Inggris gak dek?
S : Enggak mbak.
P : Kenapa ko gak suka?
S : Soalnya gak tahu mau nulis apa. Susah gitu mbak.
P : Gitu ya..terus pernah gak disuruh nulis sama bu guru pakek gambar?
S :Belum pernah mbak.
Jam : 12.30 WIB
Tempat : Ruang Guru
Responden : Rohmeni Yustiningsih, S.Pd ( GBI)
P : Peneliti
G : Guru
P : Permisi bu.
G : O iya mbak silahkan. Tadi katanya mau nanya khan?
P : Iya bu.
94
G : Ya uda mbak monggo mau nanya apa?

P : Mau bertanya tentang hambatan ketika KBM sperti tadi waktu ibu
mengajarkan writing.
G : Iya mbak. Silahkan.
P : Apa masalah yang sering ibu hadapi ketika sedang mengajar writting di
kelas?
G : Murid-murid sering kesulitan mbak untuk menulis cerita, mereka
bingung mau menulis apa. Pengembangan ceritanya itu lho mbak.
Kemudian, grammatical error masih sering muncul dan pemilihan kata itu
lho mbak terkadang tidak sesuai.
P : Antusiasme murid-murid di kelas bagaimana bu?
G : Ya seperti mbak liat tadi hanya beberapa saja yang memperhatikan yang
lainnya susah mbak.
P : Selain itu, ada lagi tidak bu ketika mengajarkan writing?
G : Karena bingung khan anak-anak suka lama tyoh mbak nulisnya, jadi
waktunya habis. Jadi sering saya suruh tulis di rumah gitu mbak.
P : Jadi murid-murid sering nulis dirumah ya bu?
G : Iya mbak.
Jam : 09.30 WIB
Tempat : Ruang Guru
Responden : Rohmeni Yustiningsih, S.Pd ( GBI)
P : Peneliti
G : Guru
P : Salamat pagi bu.

G : Pagi mbak Intan. Gimana?
P : Gini bu, saya mau menyerahkan RPP mohon dilihat dulu bu.
G : Coba mana mbak saya lihat dulu.
P : Menurut ibu apakah RPP nya perlu diperbaiki?
G : Iya mbak.
P : Menurut pendapat ibu hal apa yang harus diperbaiki?
G : Point 2 dan 4 sebaiknya tidak usah di pakek mbak. Trus di bagian
production anak-anak dibantu ya mbak. Mbak beri aja clue pada setiap
gambar nya ya.
P : Ada lagi bu?
G : Taeks di attachment 9 ini diganti aja ya mbak, soalnya sudah pernah saya
pergunakan.
P : Baik bu. Apa metode yanh ibu gunakan ketika mengajar writing? Apa
metode yang saya gunakan ini sudah sesuai?
G : Iya mbak. Pakek PPP kayak gini gak apa apa kok.
P : Baik bu.
95
Jam : 12.30 WIB
Responden : Nabilla Fahmi Anggraeny dan Triyas Nurhayati (Siswa)
P : Peneliti
S1 : Siswa
S2 : Siswa
P : Hai.Namanya siapa?
S1 : Nabilla mbak.
P : Kalau kamu siapa namanya?
S2 : Triyas mbak.
P : Kalian suka gak belajar bahasa Inggris?
S1 : Suka kok mbak.
S2 : Suka juga mbak.
P : Kenapa kok suka belajar bahasa Inggris?
S1 : Kadang asyik mbak.
P : Kalau Triyas kenapa?
S2 : Sama juga mbak kadang asyik kadang susah gitu mbak.
P : Susahnya kalau apa?
S2 : Kalau ngomong sama disuruh bikin apa gitu mbak.
P : Maksutnya suruh bikin gitu tuh apa?
S2 : Bikin kalimat gitu lho mbak kayak tadi.
P : Kalo gitu mbak boleh nanya soal yang tadi gak?
S1 : Boleh aja mbak.
P : Gimana dek tadi nulis teks recount nya bisa?
S1 : Bingung mbak, susah ah.
P : Susahnya dimana dek?
S1 : Itu lho mbak bingung mau nulis apa gak tahu.
P : Kalau kamu tadi bisa gak nulisnya?
S2 : Gak bisa mbak. Susah. Aku gak bisa nulis mbak bingung mau nulis apa.
P : Bu guru sering pakek media gitu gak kalau pas ngajar?
S1 : Enggak mbak. Jarang sih.
P : Jadi, belum pernah belajar nulis pakek gambar gitu?
S1 : Iya mbak belum.
P : Ok kalau gitu. Makasih ya dek
S2 : iya mbak.
96
Hari, tanggal : Kamis, 17April 2014
Jam : 10.00 WIB
Responden : Defa Agus Wijaksono (Siswa)
P : Peneliti
S : Siswa
P : Halo dek. Menurut kamu pembelajaran hari ini gimana?

S : Lumayan mbak.
P : Lumayan gimana?
S : Ya lumayan mbak.
P : Oke. Kamu seneng gak diajar samamiss Yustin kayak tadi?
S : Ya seneng mbak.
P : Senengnya gimana?
S : ya seneng aja mbak pas jodohin gambar sama paragraphnya tadi.
P : Terus tadi ada kesulitan gak?
S : Sedikit. Yang ngerubah verb tadi itu lho mbak.
P : Oke. Jadi suka ya kalau pelajarannya kayak tadi?
S : Iya mbak seneng jadi gak bosen. hehehe
Jam : 10.10 WIB
Tempat : Ruang Guru
Responden : Rohmeni Yustiningsih, S.Pd (GBI)
P : Peneliti
G : Guru
P : Bagaimana bu tentang pengajaran hari ini?

G : Alhamdulilah mbak. Anak-anak kelihatan antusias, ya walaupun tadi ada
sedikit yang bikin ribut ya mbak. Tapi aktifitas nya kalau menurut saya
sudah baik ko mbak.
P : Alhamdulilah bu kalau begitu. Menurut ibu tadi masih ada kesulitan gak
bu ketika mengajar?
G : Ya masih mbak, seperti tadi anak-anak mesti di jelasin berulang-ulang
tentang language feature nya. Harus pelan-pelan mbak memang gak bisa
langsung meningkat gitu.
P : Iya bu. Kalau untuk aktifitasnya menarik gak kalo menurut ibu?
G : Iya mbak menarik buktinya tadi anak-anak terlihat antusias waktu di
kelas.
97
Jam : 12.30 WIB
Responden : Indah Puspita Sari (Siswa)
P : Peneliti
S : Siswa
P : Gimana dek tadi ada yang masih bingung gak?

S : Iya mbak bingung.
P : Apa yang masih bingung?
S : Masih bingung bentuk keduanya itu lho mbak.
P : Terus ada lagi gak?
S : Iya mbak, kadang gak tau bahasa Inggrisnya apa?
P : Kalau gitu sering cek dikamus ya.
S : Iya mbak.
P : Terus, kalau menurut kamu gimana pelajaran hari ini?
S : Gimana ya mbak? Mmmm
P : Asyik atau gak gitu?
S : Ya asyik mbak. Gambarnya lucu tadi ada yang nyusngsep juga.hahaha
Jam : 12.30 WIB
Responden : Desti Harisa Putri (Siswa)
P : Peneliti
S : Siswa
P : Gimana dek tadi kesulitan gak nulis teks nya?

S : Iya mbak. hehe
P : Menurutmu kesulitannya apa dik?
S : Aku tuh gak bisa ngrubah yang verb 2 itu loh mbak. Bingung e.
P : Oh, kayak gitu. Tapi kalau nulis ceritanya gak bingung kan?
S : Gak juga sih mbak, kan ada gambarnya.
P : Suka gak pakek gambar gitu?
S : Iya mbak suka kok.
P : Terus menurut kamu gimana pelajaran hari ini?
S : Enak ko mbak pelajarannya.
98
Jam : 12.40 WIB
Responden : Dewi Suci Kusuma Wardani (Siswa)
P : Peneliti
S : Siswa
P : Gimana dek tadi kesulitan gak nulis teks nya?

S : Ya kayak gitu mbak.
P : Menurutmu kesulitannya apa, dik?
S : Gak bisa ngubah ke past tense nya mbak.
P : Masih bingung past tense nya ya. Emm, kalau nulis ceritanya masih
bingung gak?
S : Masih mbak, tapi tadi ke bantu sama gambarnya.
P : Kalau bagian-bagian recount bingung gak?
S : Ya lumayan mbak.
Jam : 09.00 WIB
Tempat : Ruang Guru
P : Peneliti
G : Guru
P : Bagaimana menurut ibu, apakah siswa sudah mengalami peningkatan

setelah menggunakan picture series?
G : Menurut saya perkembangan dalam menulis anak-anak sudah lenih baik
mbak dari pada kemaren.
P : Menurut ibu, apakah saya masih perlu melakukan cycle berikutnya?
G : Iya mbak, soalnya mereka masih sering salah di past tense nya mbak.
Terus, pemilihan kaya nya juga masih belum tepat.
P : Kemudian, untuk selanjautnya saya harus bagaiman bu? Aktifitas nya
gitu bu misalnya harus gimana?
G : ya mungkin bisa fokus ke language feature gitu aja mbak biar anak-anak
lebih paham dan terbiasa.
P : Oh gitu ya bu. Ya bu baik. Terima kasih bu.
99
Jam : 10.00 WIB
Responden : Anita Dwi Septiani (Siswa)
P : Peneliti
S : Siswa
P : Gimana tadi diskusinya?

S : Asyik ko mbak.
P : Kenapa ko asyik dek?
S : Soalnya khan pakek gambar mbak jadi asyik aja nulis ceritanya.
P : Terus, gimana tadi kerjaannya banyak salahnya gak?
S : Kayaknya banyak mbak. Hehe
P : Kira- kira masih ada yang masih bingung gak?
S : Iya mbak, kadang tuh masih salah verb dua nya.
P : Terus ad lagi gak dek kesulitannya?
S : Apa ya mbak, Mmm..pokoknya yang verb itu yang masih sering salah
mbak.
P : Kalau bagian recount masih bingung gak?
S : InsyaAllah uda gak bingung mbak. Hehe
Jam : 10. 15 WIB
Tempat : Depan Ruang Guru
Responden : (Kolaborator)
P : Peneliti
K : Kolaborator
P : Tadi gimana pas lagi ngajar writing ada yang masih kurang gak?
K : Uda bagus ko, uda sesuai sama RPP juga.
P : Terus menurutmu anak-anak tadi gimana waktu bikin cerita?
K : Ya uda antusias tan, sampe mereka nanya toh kalau ada kesulitan. Terus
juga tadi juga uda banyak yang pakek kamus. Ya mungkin tadi pada
pengen tanya jadi kelasnya agak rame gitu.
P : Terus baiknya pertemuan besok mesti gimana?
K : Ya mungkin kurang lebih kayak tadi aja. Kayaknya emang harus pelan-
pelan ya kalau ngajar mereka.
100
Jam : 12.30 WIB
Responden : Vania Isnaini Salsabila (Siswa)
P : Peneliti
S : Siswa
P : Gimana tadi nulisnya susah?

S : Gak ko mbak, bisa ko tadi.
P : Uda bisa ya nulisnya?
S : Ya lumayan mbak, Khan tadi uda di bantuin teliti sama mbak.
P : Terus, gimana tadi kerjaannya banayk salahnya gak?
S : Kayaknya banyak mabak. Hehe
P : Kira-kira asyik gak kalau pakak gambar gitu?
S : Asyik mbak. Jadi bisa nulisnya.
P : Seneng gak belajar kayak tadi?
S : Iya mbak, seneng lah.
P : Kenapa ko seneng?
S : Habis gambarnya bikin ketawa mbak. Hehe
Jam : 09.40 WIB
Responden : Muhammad Yusuf (Siswa)
P : Peneliti
S : Siswa
P : Yusuf, gimana tadi kerjaannya banyak yang salah gak?

S : Ya gitu mbak, lumayan mbak kayaknya. Hehe
P : Kira-kira masih ada yang bingung gak?
S : Ada mbak terkadang lupa verb 2 nya.
P : Ok. Masih bingung gak samageneric structure nya teks recount?
S : Udah enggak mbak.
101
Jam : 12.45 WIB
Responden : Ely Windi Widiyawati (Siswa)
P : Peneliti
S : Siswa
P : Masih kesulitan gak tadi nulisnya?

S : Udah paham mbak, dijelasin sama mbak jadi ngerti. Hehe
P : Kalau bikin ceritanya masih bingung gak? Sama verb 2 nya masih
bingung gak?
S : Kadang masih sih mbak, kalau pas dijelasin itu bisa mbak tapi kalau pas
nulis kadang lupa. Hehe
Jam : 13.00 WIB
Tempat : Depan kelas VIII D
Responden : (Kolaborator)
P : Peneliti
K : Kolaborator
P : Gimana tulisannya anak-anak sekarang?

K : Uda lebih bagus lah. Kalau picture seriesnya membantu banget buat kasih
mereka ide buat nulis.
P : Terus attitude mereka selama di kelas sekarang gimana?
K : Bagus jugako. Mereka jadi lebih aktif buat nanya.Terus mereka juga uda
puya kesadaran begitu selesai nulis langsung manggil kamu buat dikoreksi.
P : Oh gitu ya. Ok makasih ya. Hehe
K : Ok.
Hari, tanggal : Senin, 19 Mei 2014
Jam : 09.00 WIB
Tempat : Ruang Guru
P : Peneliti
G : Guru
P : Menurut ibu setelah melihat hasil siswa di cycle ini, apakah siswa sudah
mengalami peningkatan setelah menggunakan picture series?
G : Iya dari hasilnya sih bisa dilihat kalau siswa sudah mengalami
peningkatan.
P : Menurut ibu, apakah saya masih perlu perbaikan?
102
G : Menurut saya ini sudah cukup mbak, khan kita sudah melihat kalau siswa
sudah mengalami peningkatan dari yang sebelumnya.
P : Menurut ibu, apakah picture series berguna sebagai media dalam
mengajar writing?
G : Iya mbak. Itu ada gunanya.Jadi siswa bisa terbantu dalam membuat
gagasan cerita berdasarkan gambar.
P : Baik bu kalau begitu.
Jam : 11.25 WIB
Responden : Dina Saputri (Siswa)
P : Peneliti
S : Siswa
P : Gimana masih kesulitan gak nulis teks recount nya?

S : Uda gak terlalu mbak. Bisa mbak tadi.
P : Kalau dibandingkan dulu pas waktu nulis gak dikasih gambar itu
mending mana?
S : Mending sekarang mbak. Uda bisa nulis mbak sekarang.
P : Uda bisa bayangin kira-kira mau nulis apa gitu ya?
S : Iya mbak jadi bisa bayangin ceritanya mbak.
P : Terus enakkan pakek gambar kayak kemarin atau enggak?
S : Lebih enak kalau pakek gambar lah mbak.
103
Observation Sheet
Date : April 17th, 2014

Meeting : Cycle I, meeting I
Observer : Intan Wahyu Saputri
Check each item in the column that most clearly represent your observation and
write additional comments in the provided column.
No Observation Item Yes No Comment

A. Pre-teaching
1. The teacher greets and asks the students’ √
condition.
2. The students respond to the teacher’s greeting √
and tell about their condition.
3. The teacher leads a prayer. √
4. The teacher reviews the previous materials. √
5. The teacher introduces the new topic to the √
students.
6. The teacher tells the objective of the teaching √
B. Whilst-teaching
1. The students are ready to learn the materials. √
2. The teacher distributes handout/worksheet. √
3. The teacher and the students discuss the √
language features and generic structure of a
recount text.
4. The teacher gives the model of past tense. √
5. The teacher checks the students’ √
understanding.
6. Student asks to match the pictures with the √
jumbled sentences.
7. The teacher gives chances to the students to √
ask questions.
8. The students deliver the questions to the √
teacher.
9. The teacher asks the students to make a √ Students have a
sentence based on the picture. difficulty in this
activity because
they confused to
change the verb
form.
10. The teacher guides the students in every stage √
doing the tasks.
104
11. The lesson is smooth, sequenced, and logical. √

C. Post-teaching
1. The teacher summarizes and reflects the √
lesson.
2. The teacher previews on the upcoming √
materials.
3. The teacher closes the teaching and learning √
process.
Class Situation
1. The students are active during the teaching- √
learning process.
2. The students have willingness to use their √
dictionaries.
3. The students show enthusiasm during the √
teaching-learning process
4. The students like the media: picture series. √
5. Teacher has good time management. √
6. The teacher manages the class well. √
7. The teacher’s instructions are clear. √
105
Observation Sheet

Meeting : Cycle I, meeting II

A. Pre-teaching
condition.
students.
B. Whilst-teaching
recount text.
4. Students ask to write the correct verb form. √
understanding.
6. Student asks to match a word to the correct √
meaning.
ask questions.
teacher.
9. The teacher asks the students to write a recount √ Time was up.
text based on the picture series. The teacher
asked the
students to did it
at home.
doing the tasks.
C. Post-teaching
106

lesson.
materials.
process.
Class Situation
learning process.
dictionaries.
107
Observation Sheet

Meeting : Cycle I, meeting III

A. Pre-teaching
condition.
students.
B. Whilst-teaching
recount text.
4. Students ask to fill the correct verb form in the √
blank.
understanding.
6. Student asks to match a word to the correct √
meaning.
ask questions.
teacher.
9. The teacher asks the students to write a recount √
text based on the picture series.
doing the tasks.
C. Post-teaching
108

lesson.
materials.
process.
Class Situation
learning process.
dictionaries.
109
Observation Sheet
Date : May 15th, 2014

Meeting : Cycle II, meeting I
Observer : Amalia Izzati Nur Shabrina

A. Pre-teaching
condition.
students.
B. Whilst-teaching
recount text.
4. Students ask to make groups of five or six. √
understanding.
6. Student asks to make a story based on the √
pictures.
7. Students do the discussion with their groups. √ Students seemed
very
enthusiastic.
ask questions.
teacher.
10. The teacher asks the students to write a √ Time was up.
sentence based on the pictures.
doing the tasks.
C. Post-teaching
110

lesson.
materials.
process.
Class Situation
learning process.
dictionaries.
111
Observation Sheet
Date : May 17th, 2014

Meeting : Cycle II, meeting II
Observer : Amalia Izzati Nur Shabrina

A. Pre-teaching
condition.
students.
B. Whilst-teaching
recount text.
4. Students ask to outlining based on the picture √
series..
5. The students ask to make a story based on the √
outlining..
6. Student give feedbackon the students’ work. √
7. Students ask to write down a recount text after √
checking by teacher.
ask questions.
teacher.
doing the tasks.
C. Post-teaching
lesson.
112
materials.
process.
Class Situation
learning process.
dictionaries.
113
ATTENDANCE LIST
Class : VIII D
Total : 30
Semester :2
No. Nama APRIL 2014 MAY 2014

12 17 19 26 15 17 24
1 Agnes Seilla Harvina √ √ √ √ √ √ √
2 Alfin Ramadhan √ √ √ √ √ √ √
3 Andi Hermawan √ √ √ √ √ √ √
4 Anita Dwi Septiani √ √ √ √ √ √ √
5 Bagus Putro Nugroho √ √ √ √ √ √ √
6 David Ega Putra Santosa √ √ √ √ √ √ √
7 Defa Agus Wijaksono √ √ √ √ √ √ √
8 Defta Anggraeni √ √ √ √ √ √ √
9 Desti Harisa Putri √ √ √ √ √ √ √
10 Dewi Suci Kusuma Wardani √ √ √ √ √ √ √
11 Diki Nur Evendi √ √ √ √ √ √ √
12 Dina Saputri √ √ √ √ √ √ √
13 Ely Windi Widiyawati √ √ √ √ √ √ √
14 Feriana Yuliyanto √ √ √ √ √ √ √
15 Hanif Rustanto √ √ √ √ √ √ √
16 Harun Alrosyid √ √ √ √ √ √ √
17 Indah Puspita Sari √ √ √ √ √ √ √
18 Indratmo √ √ √ √ √ √ √
19 Kartiko Dwi Cahyo Ismawan √ √ √ √ √ √ √
20 Nabilla Fahmi Anggraeny √ √ √ √ √ √ √
21 Nur Wulan Dharu √ √ √ √ √ √ √
22 Raditya Pratama √ √ √ √ √ √ √
23 Rahmat Hadi Nurhantara √ √ √ √ √ √ √
24 Rizky Pratama √ √ √ √ √ √ √
25 Sindiandesta Pamungkas √ √ √ √ √ √ √
Putri
26 Triyas Nurhayati √ √ √ √ √ √ √
27 Utoro Dwi Darmasto √ √ √ √ √ √ √
28 Vania Isnaini Salsabila √ √ √ √ √ √ √
29 Muhammad Yusuf √ √ √ √ √ √ √
30 Rizka Nur Rohminah √ √ √ √ √ √ √
114
THE FINAL SCORES OF STUDENTS’ WRITING IN PRE-TEST
No. Nama C O V LU M Total

Score
1 Agnes Seilla Harvina 20.5 14 11.5 11.5 3.5 61
2 Alfin Ramadhan 16 9 9 8 2 44
3 Andi Hermawan 17.5 10 9.5 9 2.5 39.5
4 Anita Dwi Septiani 20.5 13.5 10 11 3 58
5 Bagus Putro Nugroho 19 13 10.5 11 3 56.5
6 David Ega Putra Santosa 17 10 9.5 8 2.5 47
7 Defa Agus Wijaksono 17 11.5 8.5 10 2.5 49.5
8 Defta Anggraeni 24 14 13.5 14.5 3.5 69.5
9 Desti Harisa Putri 23.5 15 13.5 15 3.5 70.5
10 Dewi Suci Kusuma Wardani 13 9 9 10.5 3.5 45
11 Diki Nur Evendi 13 7 7 5 2 34
12 Dina Saputri 19.5 12 10.5 10.5 3 55.5
13 Ely Windi Widiyawati 20 12 14.5 11 4 61.5
14 Feriana Yuliyanto 16 12.5 10 11 4 53.5
15 Hanif Rustanto 17 10.5 13 11 3 54.5
16 Harun Alrosyid 15.5 9 9 10 3 46.5
17 Indah Puspita Sari 23 13.5 14 15 3.5 69
18 Indratmo 16 9 9 8 2 44
19 Kartiko Dwi Cahyo Ismawan 16 9 9 8 2 44
20 Nabilla Fahmi Anggraeny 23.5 15.5 13.5 13.5 3.5 69.5
21 Nur Wulan Dharu 15 8 8 9 3 43
22 Raditya Pratama 18.5 13.5 11 10.5 3 56.5
23 Rahmat Hadi Nurhantara 17 10 9.5 8 2.5 47
24 Rizky Pratama 19.5 11.5 12.5 11.5 3 58
25 Sindiandesta Pamungkas 13 8.5 8.5 8 3 41
Putri
26 Triyas Nurhayati 20.5 13.5 12 14 3.5 63.5
27 Utoro Dwi Darmasto 17.5 13 12.5 13.5 3.5 60
28 Vania Isnaini Salsabila 24 14.5 14 15 4 71.5
29 Muhammad Yusuf 24 11.5 14 11.5 4 65
30 Rizka Nur Rohminah 18.5 12 10 10 3.5 54
115
THE FINAL SCORES OF STUDENTS’ WRITING IN CYCLE 1

Score
1 Agnes Seilla Harvina 13 7 7 5 2 34
2 Alfin Ramadhan 15 8.5 9 7 2 41.5
3 Andi Hermawan 17.5 10 9.5 8.5 3 48.5
4 Anita Dwi Septiani 23.5 15.5 12.5 11 3.5 68
5 Bagus Putro Nugroho 19.5 13 12.5 13 3.5 61.5
6 David Ega Putra Santosa 21 11.5 12.5 13 3.5 61.5
7 Defa Agus Wijaksono 19 11 10.5 12 3.5 56
8 Defta Anggraeni 24 15 14 14.5 3.5 71
9 Desti Harisa Putri 24 14.5 13 15 3 69.5
10 Dewi Suci Kusuma Wardani 19.5 11 9.5 11 3.5 54.5
11 Diki Nur Evendi 13 8 8 8 2.5 39.5
12 Dina Saputri 15.5 12.5 11.5 11 3.5 54
13 Ely Windi Widiyawati 23.5 14.5 13 11 4 66
14 Feriana Yuliyanto 19.5 13 12.5 11 3 59
15 Hanif Rustanto 19 12.5 12.5 13 3 60
16 Harun Alrosyid 17,5 11.5 10 11 3 53
17 Indah Puspita Sari 24 14.5 14.5 14 4 71
18 Indratmo 17 10 10 8 2.5 47.5
19 Kartiko Dwi Cahyo Ismawan 18.5 10.5 10 10,5 2.5 52
20 Nabilla Fahmi Anggraeny 23 15.5 14 13 3.5 69
21 Nur Wulan Dharu 16 10 10 10 3 49
22 Raditya Pratama 19.5 13 12.5 13 3.5 61.5
23 Rahmat Hadi Nurhantara 18 13.5 12.5 13 3.5 60.5
24 Rizky Pratama 20 13 11.5 12.5 3 60
25 Sindiandesta Pamungkas 14.5 11.5 10 11 3.5 50.5
Putri
26 Triyas Nurhayati 23 17.5 14.5 17.5 4 76.5
27 Utoro Dwi Darmasto 19 14 12.5 13 3.5 62
28 Vania Isnaini Salsabila 24.5 15 14 15 3.5 72
29 Muhammad Yusuf 15.5 17.5 15 17 4 69
30 Rizka Nur Rohminah 19 13.5 10.5 10 3.5 56.5
116
THE FINAL SCORES OF STUDENTS’ WRITING IN CYCLE 2

Score
1 Agnes Seilla Harvina 19.5 14 12.5 11 3 57.3
2 Alfin Ramadhan 16 12 11.5 10 2.5 52.5
3 Andi Hermawan 18 12 11.5 10 3 54.5
4 Anita Dwi Septiani 25 11.5 16 16 3.5 72
5 Bagus Putro Nugroho 20 15 12.5 11.5 3.5 62.5
6 David Ega Putra Santosa 22.5 12 11.5 11.5 3.5 61
7 Defa Agus Wijaksono 21 15 12.5 11,5 3.5 63.5
8 Defta Anggraeni 20 12.5 11.5 12 4 60
10 Dewi Suci Kusuma Wardani 19.5 15 12.5 11.5 3.5 62
11 Diki Nur Evendi 24 12 11 11.5 3.5 62
12 Dina Saputri 21.5 14.5 12.5 11.5 3.5 63.5
13 Ely Windi Widiyawati 23,5 15 12.5 11.5 3.5 66
14 Feriana Yuliyanto 21 14.5 12.5 11.5 3.5 63
15 Hanif Rustanto 20 14.5 12.5 12 4 63
16 Harun Alrosyid 19.5 14.5 12.5 11.5 3.5 61.5
17 Indah Puspita Sari 22.5 14.5 14 15 4 70
18 Indratmo 18 11.5 11.5 10 3 54
19 Kartiko Dwi Cahyo Ismawan 20.5 15 12.5 11.5 3 62.5
20 Nabilla Fahmi Anggraeny 26 18 17.5 18.5 3.5 83.5
21 Nur Wulan Dharu 18.5 11.5 11 11.5 3.5 56
22 Raditya Pratama 22 15 14 12 3 66
23 Rahmat Hadi Nurhantara 20.5 15 12.5 13 3.5 64.5
24 Rizky Pratama 20 12 12 13 3.5 60.5
25 Sindiandesta Pamungkas 20.5 15 12.5 11.5 4 63.5
Putri
26 Triyas Nurhayati 24 17 17 17 4 79
27 Utoro Dwi Darmasto 20 10 12.5 11.5 3.5 57.5
28 Vania Isnaini Salsabila 25.5 18 15 17.5 4 80
29 Muhammad Yusuf 25 18 15 17 4 79
30 Rizka Nur Rohminah 18 14 11 11 3.5 57.5
117
THE FINAL SCORES OF STUDENTS’ WRITING IN POST-TEST

Score
1 Agnes Seilla Harvina 24 17.5 17.5 19.5 4 82.5
2 Alfin Ramadhan 16 12.5 13 10 3 54.5
3 Andi Hermawan 18.5 12.5 11.5 10 3 55.5
4 Anita Dwi Septiani 27.5 18 18 18.5 4 86
5 Bagus Putro Nugroho 21 13 11.5 11 3.5 60
6 David Ega Putra Santosa 20.5 12.5 12.5 12 3.5 48.5
7 Defa Agus Wijaksono 21 13 11.5 11 3.5 60
8 Defta Anggraeni 24.5 15.5 14.5 15 4 73.5
10 Dewi Suci Kusuma Wardani 19.5 12 11.5 11 3.5 57.5
11 Diki Nur Evendi 14 11 10.5 12 3.5 51
12 Dina Saputri 23 16 14.5 15 3.5 72
13 Ely Windi Widiyawati 24.5 15.5 14.5 10.5 3.5 68.5
14 Feriana Yuliyanto 20.5 14.5 12.5 11.5 4 63
15 Hanif Rustanto 25 13.5 12.5 12 4 67
16 Harun Alrosyid 21 13.5 13.5 14 3.5 65.5
17 Indah Puspita Sari 23.5 11.5 11.5 20 4 70.5
18 Indratmo 18 13 13 12 3 59
19 Kartiko Dwi Cahyo Ismawan 19.5 13 11.5 12.5 4 60.5
20 Nabilla Fahmi Anggraeny 27 19 18 19 4 87
21 Nur Wulan Dharu 20.5 12.5 11 11.5 4 59.5
22 Raditya Pratama 21.5 14.5 13 12 3.5 64.5
23 Rahmat Hadi Nurhantara 22 14 11.5 14 4 65.5
24 Rizky Pratama 21 12.5 11 12 3.5 60
25 Sindiandesta Pamungkas 20.5 14.5 12.5 11.5 4 63
Putri
26 Triyas Nurhayati 20.5 17.5 17.5 17.5 4 77
27 Utoro Dwi Darmasto 19.5 13.5 11.5 12.5 3.5 60.5
28 Vania Isnaini Salsabila 26 18 17 18 4 83
29 Muhammad Yusuf 26 19 18.5 19 4 86.5
30 Rizka Nur Rohminah 21 14.5 11.5 11 3.5 61.5
118
Students’ Work in the Pre-test

119
Students’ Work in Cycle 1

120
Students’ Work in Cycle 2

121
Students’ Work in the Post-test

COURSE GRID
Nama Sekolah : SMP MUHAMMADIYAH 2 KALASAN
Mata Pelajara : Bahasa Inggris
Kelas/Semester : VIII/2
Alokasi Waktu : 6 x 40 menit (Cycle I, 3pertemuan)
Skill : Writing
Jenis Teks : Recount
Standard Kompetensi :
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.
Basic Competence :
12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
122
123
Tujuan Indikator Kegiatan Materi Picture Penilaian Alokasi Sumber

Pembelajaran Belajar- Pembelajaran Series Teknik Instrum ContohInst Waktu
Mengajar ent rument
• Pada akhir 1. Pertemuan • Recount Text • Picture Test Menulis Terlampir 6x40
• Mengidenti 1. Anderson,
pertama series tertulis menit
pembelajar teks
fikasi social My Great Day berjudul Mark and
an, siswa Presentation Hi! I am “My recount
function Anderson,
diharapkan • Guru Sam. I have
Terrible
berdasar
daei teks Experienc Kathy.
mampu memberikan something to tell e” kan
recount. 1997. Text
menulis pertanyaan you about my day picture
• Mengidenti Types in
sebagai lead- last week. It was series
teks English 2.
fikasi
in kepada very interesting and
recount yang
generic South Yara:
siswa. I enjoyed it.
berdasarkan diberikan
structure I MacMillan
picture • Guru .
dan remembered that I Education
series. mengenalkan
language woke up at half Australia
contoh teks
feature dari past seven. Then, I PTY LTD.
recount got dressed and ate
teks 2. Priyana,
kepada siswa breakfast at eight
recount. Joko, et
dengan judul o’clock. After that,
• Menulis al.2008.
“My Great I went to school at
Scafolding
124
teks Day” quarter to nine. The English for

recount • Siswa lesson was very Junior High
berdasarkan interesting because School.
dengan
we learned about
picture arahan dari Depdiknas.
music. School
series. guru Jakarta.
finished at half past
mengidentifi 3. Wadiman,
three. I went to
kasi generic Artono, et
home with my
structure dan friend Jeremy. We
al.2008.
language talked all the things Englishin
feature dari along the street. Focus 2:
teks tersebut. Suddenly, I arrived Grade VIII
Practice at my home. Then, I for Junior
• Siswa said goodbye to High
diminta Jeremy. In the School.
untuk afternoon, I did my
Depdiknas.
menjodohkan home work. After Jakarta.
that, Jeremy and I
gambar 4. Widiati,
played football in
dengan Utami, et
the field. Before
kalimat yang al. 2008.
125
telah di dinner, I watched Contextual

susun acak. my favorite Teaching
• Siswa secara program on TV. My and
mother and I had
berpasangan Learning
dinner at half past
diminta English.
eight. Next, I
untuk Depdiknas.
played computer
mengidentifi Jakarta.
games until
kasi bedtime. Finally, I
5. http://www.
language brushed my teeth englishexer
feature dari and went to bed cise.org
teks yang because I was 6. http://komu
diberikan. sleepy. I had a very niti.iluvisla
Production nice day and I was m.com
• Siswa happy.
dimimta
untuk • Vocabulary
menyusun related to the
kalimat acak text
sesuai - mask
126
dengan - jumped out

gambar - looked in
secara - lying prone
mandiri. - scared
• Siswa
membuat • Function of
sebuah recount text
kalimat Recount text
berdasarkan is a text that
gambar yang retells past events.
diberikan. The purpose is to
2. Pertemuan provide the
kedua audience with a
Presentation description of
• Siswa what occurred
mempelajari and when it
contoh teks occurred.
recount yang • Generic
Structures of
berjudul “My
recount text
127
Grandpa’s
a. Orientation
Birthday”
Pada tahap ini
• Siswa penulis
diminta menceritakan
siapa, apa,
untuk kapan dan
membaca dimana
kejadian itu
dan terjadi.
mengidentifi b. Events
Pada tahap ini
kasi generic penulis
structure dan menceritakan
runtutan
language peristiwa yang
feature dari telah dialami.
c. Reorientation
teks tersebut. Paragraph ini
Practice adalah akhir
• Siswa dari cerita,
terkadang juga
diminta mengandung
mengubah pendapat dari
verb dengan penulis.
benar dalam
128
sebuah teks • Language

features of
recount.
recount text
• Siswa a. Menggunakan
diminta simple past
untuk tense untuk
menjodohkan menceritakan
kata dengan kejadian yang
arti kata telah dialami:
dengan Formula: S+V2
benar. Contoh:
Production I woke up at half
• Guru past seven.
meminta I played
siswa untuk computer games
menulis until bedtime.
sebuah teks b. Adverbs of
recount time dalam
berdasarkan bentuk the
gambar yang simple past
129
telah tense:
diberikan Yesterday...
secara Last Week...
mandiri. Last Friday...
3. Pertemuan Last month
ketiga ... ago
Presentation c. Words
• Guru showing order
memberikan first,
contoh teks next,
recount then,
berjudul after that,
“Amazing afterwards,
Experience” meanwhile.
• Siswa
bersama guru
mengidentifi
kasi generic
structure,
130
language
feature, dan
social
function dari
teks tersebut.
Practice
• Siswa
diminta
untuk
melengkapi
sebuah cerita
dengan verb
formyang
benar.
• Guru
bersama
siswa
membahas
latihan yang
131
telah siswa
kerjakan.
Production
• Siswa
menulis
sebuah teks
recount
menggunaka
n picture
series.
132
COURSE GRID
Nama Sekolah : SMP MUHAMMADIYAH 2 KALASAN
Mata Pelajara : Bahasa Inggris
Kelas/Semester : VIII/2
Alokasi Waktu : 4 x 40 menit (Cycle II, 2pertemuan)
Skill : Writing
Standard Kompetensi :
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.
Basic Competence :
12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
133
Tujuan Indikator Kegiatan Materi Picture Penilaian Alokasi Sumber

Pembelajaran Belajar- Pembelajaran Series Teknik Instrum ContohInst Waktu
Mengajar ent rument
• Pada akhir 4. Pertemuan • Recount Text • Picture Test Menulis Terlampir 4x40
• Mengidenti 7. Anderson,
pertama series tertulis menit
pembelajar teks
fikasi social Presentation Unforgettable berjudul Mark and
an, siswa
function • Guru Experience “Midnight recount
Anderson,
Snack”
diharapkan memberikan berdasar
daei teks • Picture Kathy.
mampu pertanyaan On Sunday, May series kan
recount. 1997. Text
14th, 2006, I went berjudul picture
menulis sebagai lead-
• Mengidenti “your Types in
teks in kepada to “Taman Mini school is series
fikasi English 2.
Indonesia Indah” the gate to yang
recount siswa. South Yara:
generic your
berdasarkan • Guru by bus. We saw future” diberikan
structure MacMillan
picture mengenalkan many kinds of .
dan Education
series. contoh teks traditional houses
language Australia
recount of Indonesian and
feature dari PTY LTD.
kepada siswa their
teks 8. http://ww
dengan judul cultures.After we
recount. w.youtube.
“Unforgettab had some
• Menulis com/watch
le observations,we
teks ?v=q_ijQNj
gethered to
134
recount Experience” discuss our QZ1o

berdasarkan • Siswa observation result 9. http://ww
picture dengan led by our w.youtube.
series. arahan dari teacher.In the com/watch
guru afternoon we ?v=WXk3D
mengidentifi returned to our
boODOc
kasi generic school, and then I
structure dan went home
language happily.
feature dari • Generic
Structures of
teks tersebut.
recount text
Practice
• Guru d. Orientation
meminta Pada tahap ini
penulis
siswa untuk menceritakan
membentuk siapa, apa,
kapan dan
6 kelompok, dimana
satu kejadian itu
terjadi.
kelompok e. Events
135
terdiri dari 4- Pada tahap ini

penulis
5 siswa.
menceritakan
• Guru runtutan
peristiwa yang
menempelka telah dialami.
n gambar f. Reorientation
berurutan di Paragraph ini
adalah akhir
papan tulis dari cerita,
dengan judul terkadang juga
“Midnight mengandung
pendapat dari
Snack”.
penulis.
• Guru • Language
menjelaskan features of
recount text
peraturan d. Menggunakan
permainan. simple past
• Siswa secara tense untuk
berkelompok menceritakan
berdiskusi kejadian yang
untuk telah dialami:
136
membuat Formula: S+V2

cerita sesuai Contoh:
gambar yang I went to “Taman
didapatkan Mini Indonesia
pada masing- Indah” by bus.
masing Wesaw many
kelompok, kinds of
kemudian traditional houses
menuliskan of Indonesian and
cerita their cultures.
tersebut. e. Adverbs of
Production time dalam
• Siswa bentuk the
membuat simple past
sebuah tense:
kalimat Yesterday...
berdasarkan Last Week...
gambar yang Last Friday...
diberikan. Last month
137
5. Pertemuan ... ago

kedua f. Words
Presentation showing order
• Siswa first,
mempelajari next,
contoh teks then,
recount yang after that,
berjudul “My afterwards,
Holiday” meanwhile.
• Siswa
diminta
untuk
membaca,
melengkapi
dan
mengidentifi
kasi generic
structure dan
language
138
features dari
teks tersebut.
Practice
• Siswa
diminta
untuk
outlining
gagasan
cerita
berdasarkan
runtutan
gambar yang
diberikan.
• Siswa
diminta
untuk
menuliskan
cerita
berdasarkan
139
hasil
outlining.
Production
• Guru
memberikan
feedback
pada cerita
yang telah
dibuat oleh
siswa.
• Siswa
menuliskan
kembali
cerita
berdasarkan
feedback
yang telah
diberikan
140
oleh guru.
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMP MUHAMMADIYAH 2 KALASAN
Kelas : VIII D
Semester : II
Mata Pelajaran : Bahasa Inggris
Keterampilan : Menulis (Writing)
Alokasi Waktu : 6 x 40 menit (3 kali pertemuan)
A. STANDAR KOMPETENSI
12.1 Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
B. KOMPETENSI DASAR
12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
berbentuk recount dan narrative.
C. INDIKATOR
1. Mengidentifikasisocial functiondari teks recount.

2. Mengidentifikasi generic structure dan language feature dari teks recount.
3. Menulis teks recount berdasarkan picture series.
141
142
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa diharapkan mampu menulis teks recount

berdasarkan picture series.
E. LEARNING MATERIALS
• Recount texts
“My Great Day” (Attachment 1)
“My Grandpa’s Birthday” (Attachment 2)
“Amazing Experience” (Attachment 8)
• Generic structure
A recount text is a text that telling the reader about one story, action, or
activity. Its goal is to entertaining or informing the reader.
a. Orientation : It tells who was involved, what happened,
where the events took places, and when it happened.
b. Sequence of events : It tellswhat happenend and in what
sequence.
c. Reorientation : itconsists of optional-closure of
events/ending.
• Language features of recount text
- Simple past tense is used to express something that happened in the
past. Here is the pattern:
S + Verb 2
For example:
a. I woke up at half past seven.

b. I played computer games until bedtime.
143
- Adverb Time
- Yesterday
- Last week
- Last Friday
- Last month
- ..... ago
- Words Showing order

One of the language features of recount is the use of words that
show the order in which the events in the text happened.
 First  After that
 Next  Afterwards
 Then  Meanwhile
F. TEACHING METHOD
PPP (Presentaion, Practice, Production)
G. TEACHING LEARNING PROCESS
Pembuka
No Aspek Teacher’s sentence

1 Salam “Good morning, everyone. How are you
all today?”
2 Berdoa “Before we start our lesson today, let say
a prayer shall we... amien”
3 Mengecek presensi “Ok, I have to check attandence, so.. is
kehadiran anybody absent?”
4 Mendiskusikan tujuan dan “Today we are going to learn about the
kegiatan pembelajaran text which is tell us the events that was
144
happened. We are going to learn the

generic structure and write a text”.
Pertemuan Pertama
Kegiatan Inti
Presentation
1) Guru memberikan pertanyaan sebagai lead-in kepada siswa.

2) Guru mengenalkan contoh teks recount kepada siswa. (attachment 1)
3) Siswa dengan arahan dari guru mengidentifikasi generic structure dari
teks tersebut.
4) Siswa mengidentifikasi language feature teks tersebut bersama
dengan guru.
Practice
1) Siswa diminta untuk menjodohkan gambar dengan kalimat yang telah

disusun acak secara berpasangan.(attachment 2)
2) Siswa diminta untuk mengidentifikasilanguage feature dari teks yang
diberikan secara berpasangan.
Production
1) Siswa diminta untuk menyusun kalimat acak sesuai dengan gambar

secara mandiri.(attachment 3)
2) Siswa membuat sebuah kalimat berdasarkan gambar yang diberikan.
145
Pertemuan Kedua
Kegiatan Inti
Presentation
1) Siswa mempelajari contoh teks recount. (attachment 4)

2) Siswa diminta untuk membaca dan mengidentifikasi generic structure
dan language featuredari teks tersebut.
Practice
1) Siswadimintamengubahverb yang sesuaidalamteksrecount yang

diberikanoleh guru. (attachment 5)
2) Siswa diminta untuk menjodohkan kata dengan arti kata dengan benar.
3) Siswa secara berpasangan menulis sebuah paragraph berdasarkan
runtutan gambar. (attachment 6)
Production
1) Siswa diminta untuk menulis teks recount berdasarkan gambar yang

telah diberikan oleh guru secara mandiri. (attachment 7)
Pertemuan Ketiga
Kegiatan Inti
Presentation
1) Guru memberikan contoh teks recount. (attachment 8)

2) Siswa diminta untuk mengidentifikasi generic structure, language
feature dan social function dari teks tersebut.
Practice
1) Siswa diminta untuk melengkapi sebuah cerita dengan verb form yang
benar. (attachment 9)
146
2) Guru bersama siswa membahas latihan yang telah siswa kerjakan.

Production
1) Siswa diminta untuk menulis sebuah teks recount berdasarkan urutan

gambar yang telah diberikan. (attachment 10)
Penutup
1 Summarizing “So, what have we learned today?”
2 Merefleksi kegiatan “You did a great job today, any

pembelajaran difficulties?”
3 Berdoa “let’s say a prayer shall we.. amien”
H. LEARNING RESOURCES
- Buku :
Priyana, Joko, et al. 2008. Scafolding English for Junior High
School.Depdiknas. Jakarta.
Wadiman, Artono, et al. 2008. English in Focus 2: Grade VIII for
Junior High School..Depdiknas. Jakarta.
Widiati, Utami, et al. 2008. Contextual Teaching and Learning
English.Depdiknas. Jakarta.
- Internet:
http://www.englishexercise.org
http://komuniti.iluvislam.com
147
I. RUBRIK PENILAIAN
Writing
Aspect Level Score Criteria

Relevant to the topic, give the
Excellent – detail information, and match the
30-27
Very good purpose of recount text
Content
Good - Mostly relevant to the topic, lacks
26-22
Average of detail
Inadequate development of the
Fair - Poor 21-17 topic, almost match to the purpose
of recount text
Does not relate to the topic, does
Very poor 16-13
not match the purpose
Fluent expression, ideas clearly
Excellent –
20-18 stated, well organized, logical
Very good
sequencing, cohesive.
Good – Loosely organized, limited support,
17-14
Organization Average logical but incomplete sequencing.
Non-fluent, ideas confused or
Fair - Poor 13-10 unconnected, lacks logical
development and sequencing.
Does not communicate, no
Very poor 9-7 organization, not enough to
evaluate.
Use effective word/ word
Excellent –
20-18 choice/word usage, word form
Very good
mastery.
Occasional errors of word form,
Good -
Vocabulary 17-14 choice, usage but meaning not
Average
obscured
Frequent errors of word form,
Fair - Poor 13-10 choice, usage and meaning
obscured/ confused
Essentially translation, little
Very Poor 9-7 knowledge of English, not enough
to evaluate.
148
Excellent – Few errors of agreement, tense, and

25-22
Very good word order
Good - Several errors of agreement, tense,
21-18
Language Average and word order
use Frequent errors and meaning
Fair - Poor 17-11
obscured.
Dominated by error, does not
Very Poor 10-5 communicate, not enough to
evaluate
Exemplary mechanism, may have
Excellent – minor errors in punctuation,
5
Very good capitalization, and spelling, need
little or no editing.
Adequate mechanism, have some
errors in punctuation,
Good -
4 capitalization, and spelling, need
Average
editing but does not impede
Mechanics readability
Limited mechanism, consistent
errors of punctuation,
Fair - Poor 3
capitalization, and spelling,
impedes readability.
Inadequate mechanism, serious and
consistent errors in punctuation,
Very Poor 2 capitalization, and spelling,
impedes
understanding/communication.
Adapted from: Jacob, 1981
Guru Mata Pelajaran Researcher
RohmeniYustiningsih, S.Pd IntanWahyuSaputri
NBM. 1158107 NIM.10202244066

149
Attachment 1
Read the following recount text about “My holliday” carefully.
My Great Day
Hi! I am Sam. I have something

to tell you about my day last Orientation
week. It was very interesting
and I enjoyed it.
I remembered that I woke up at

half past seven. Then, I got
dressed and ate breakfast at
eight o’clock. After that, I went Event 1
to school at quarter to nine. The
lesson was very interesting
because we learned about
music. School finished at half
past three. I went to home with
my friend Jeremy. We talked all
the things along the street.
Suddenly, I arrived at my
home. Then, I said goodbye to
Jeremy.
In the afternoon, I did my

home work. After that, Jeremy
and I played football in the
field.
150
Event 2
Before dinner, I watched my

favorite program on TV. My
mother and I had dinner at half
past eight. Next, I played
computer games until bedtime.
Finally, I brushed my teeth and
went to bed because I was
sleepy. Event 3
I had a very nice day and I was Reorientation

happy.
151
Attachment 2
A. Matching the appropriate pictureswith the sentences below then

rewrite it in the box.
When we was playing tennis, I

2 got an accident. I fell down
andbroke my knee.
My friend took me immediately

to hospital.
3
Last Friday, I woke up at eight

o’clock.
4
Finally, all my friends bought me
many presents and I was happy.
Next, the match is started under

the beautiful sun shine.
5
I had an agenda with my friend to

play tennis. Then, we went to
tennis court.
6
152
Rewrite the correct order from the story above in the box below.
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B. In pairs, find “the verb 2” in the text above and change it into “verb
1” then find the meaning in your dictionary.
No Verb 2 Verb 1 Meaning

1 woke wake terjaga, bangun
2
3
4
5
6
7
8
153
Attachment 3
A. Arrange the jumbled sentences into right order based on the pictures.
a. Later, I opened my present. I lots of great things.

b. All my friends came to my house and we played lots of game.
c. I had fun at my party.
d. On the weekend i had party. It was my birthday party.
e. After game we ate lunch. We had fairy bread, chips and cake.
f. After game we ate lunch. We had fairy bread, chips and cake.
Write in this place
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154
B. Make a sentence in each pictures using simple past tense.
Example:
I played the piano yesterday.
What did you do yesterday?
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
7. ___________________________________
8. ___________________________________
155
Attachment 4
My Grandpa’s Birthday
It was my grandpa’s birthday last Sunday. On Friday, my sister and I went

shopping at the mall. We bought a nice shirt. Then, we wrapped it in a blue paper.
Blue is my grandpa’s favourite colour.
On Saturday morning, my brother and I helped my sister making a
birthday cake in
The kitchen. It was a big and beautiful birthday cake. I wrote ‘Happy Birthday’ on
it. After that, we put some chocolate and a candle on the top of the cake.
On Sunday evening, my uncle and my aunt came to my house. They
brought several bottles of soft-drink, and flowers for grandpa. Then, we sat
together in the living room. Finally, grandpa blew the candle and cut the cake
while we were singing a ‘Happy Birthday’ song for him. After giving each of us a
piece of cake, he opened the present. He told us that he liked the present, and he
was very happy.
156
Attachment 5
A. In the following exercise you will learn Andi’s first experience travelling by
plane. Change the verbs in brackets into the correct form.
Andi First Experience Travelling by Plane
Andi (1. be) on a plane. It (2. be) the first time for him. A stewardess always
(3.help) him.And she also (4. give) him food, drink, snack and candies. He (5.
think),“How kind she is!” Then he (6.hear) an announcement, “Goodmorning ladies and
gentlemen.This flight is led by Captain Ferda.It will fly at an altitude of 28.000feet. Well,
ladies and gentlemenhave a pleasant flight.” Andi (7.be) so excited that he (8. shut)
hiseyes to (9. look) outside at theclouds. “Wow, I am flying now.” He (10. think),“What
an excitingexperience!”
Your answer sheet:
1. -------------------------
2. -------------------------
3. -------------------------
4. -------------------------
5. -------------------------
6. -------------------------
7. -------------------------
8. -------------------------
9. -------------------------
10. -------------------------
157
B. Match the following words with their meanings based on the story above.
Number one is the example.
Meanings
Words
a.Penerbangan
1. Stewardess
b. Mendengar
2. Kind
c. Awan, mega, mendung
3. Hear
. d. Memimpin, diarahkan,
4.Announcement
dikendalikan
5. Flight
e. Pramugari
6. Led
f. Macam, Jenis
7. Altitude
g. Menyenangkan
8. Pleasant
h. Gembira
9. Excited
i. Pengumuman,
10. Clouds
pemberitahuan
j. Ketinggian
158
Attachment 6
In pairs, make a paragraph of recount text based on the pictures below.
Lost Time
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159
Attachment 7
Write a story based on the pictures below.
My Terrible Experience
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Attachment 8
Amazing Experience
Last Saturday I woke up early, but I didn’t get up because there was no
school. Suddenly, my telephone was rung. It was my friend Fanny, she asked me
to go out at 10.00 o clock. She wanted to buy something in traditional market.
Finally, we were out. In the street, I saw a piece of pink coupon. Interested with its
colour, I took it, then Fanny and I read this out. We were fully shocked, it was a
receipt of a four nights tour to Lombok !! The expired date was that day. To our
surprised, the name was Fanny Fenita and the birth date was exactly the same like
Fanny my friend, and it was also valid for two persons. My God!! We were
thinking that maybe the coupon just fell from the sky and it was there for us. We
were in hurried to the address of the tour agency that issued the coupon. The tour
agency took care of everything. We went home and still could not believe what
was going on. Two days later we were on the Senggigi Beach, lied in the warmth
sun. Moreover, we had long public holiday, so we could enjoy the “gift” happily.
We also bought some presents for our family and friends.
162
Attachment 9
Complete the following recount text with the correct forms of the verbs in the
box.
stopped fell came felt listened helped
One day Sandra Dewi (1) ............. sick in the middle of the English lesson.
All the students did reading tasks. Suddenly Sandra Dewi vomited. All other
students (2) ............ writing. Mrs. Lidia (3) .................. her immediately. The
chairman of the class sent for the school’s doctor. In five minutes the doctor (4)
............... . He examined her carefully. He examined her eyes. He (5) ...............
her stomach. He (6) ................... to her heart beat. He measured her blood
pressure.
163
Attachment 10
Write a story based on the picture of series below.
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164
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMP MUHAMMADIYAH 2 KALASAN
Kelas : VIII D
Semester : II
Mata Pelajaran : Bahasa Inggris
Keterampilan : Menulis (Writing)
Alokasi Waktu : 4 x 40 menit (2 kali pertemuan)
A. STANDAR KOMPETENSI
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan
lingkungan sekitar.
B. KOMPETENSI DASAR
12.1 Mengungkapkan makna dan langkah retorika dalam esai pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
berbentuk recount dan narrative.
C. INDIKATOR
1. Mengidentifikasisocial functiondari teks recount.

2. Mengidentifikasi generic structure dan language features dari teks
recount.
3. Menulis teks recount berdasarkan picture series.
165
D. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa diharapkan mampu menulis teks recount

berdasarkan picture series.
E. LEARNING MATERIALS
• Recount texts
“Unforgettable Experience” (Attachment 1)
“My Holiday” (Attachment 4)
• Generic structure
A recount text is a text that telling the reader about one story, action, or
activity. Its goal is to entertaining or informing the reader.
d. Orientation : It tells who was involved, what happened,
where the events took places, and when it happened.
e. Sequence of events : It tells what happenend and in what
sequence.
f. Reorientation : itconsists of optional-closure
ofevents/ending.
• Language features of recount text
- Simple past tense is used to express something that happened in the
past. Here is the pattern:
S + Verb 2
For example:
c. I went to“Taman Mini Indonesia Indah” by bus.

d. We saw many kinds of traditional houses of Indonesian and their
cultures.
166
- Adverb Time
- Yesterday
- Last week
- Last Friday
- Last month
- ..... ago
- Words Showing order

One of the language features of recount is the use of words that
show the order in which the events in the text happened.
 First  After that
 Next  Afterwards
 Then  Meanwhile
F. TEACHING METHOD
PPP (Presentaion, Practice, Production)
G. TEACHING LEARNING PROCESS
Pembuka

1 Salam “Good morning, everyone. How are you
all today?”
2 Berdoa “Before we start our lesson today, let say
a prayer shall we... amien”
3 Mengecek presensi “Ok, I have to check attandence, so.. is
kehadiran anybody absent?”
4 Mendiskusikan tujuan dan “Today we are going to learn about the
kegiatan pembelajaran text which is tell us the events that was
167
happened. We are going to learn the

generic structure and write a text”.
Pertemuan Pertama
Kegiatan Inti
Presentation
5) Guru memberikan pertanyaan sebagai lead-in kepada siswa.

6) Guru mengenalkan contoh teks recount kepada siswa. (attachment 1)
7) Siswa dengan arahan dari guru mengidentifikasi generic structures
dari teks tersebut.
8) Siswa mengidentifikasi language features teks tersebut bersama
dengan guru.
Practice
3) Guru meminta siswa untuk membentuk 6 kelompok, satu kelompok

terdiri dari 4-5 siswa.
4) Guru menempelkan gambar berurutan di papan tulis.(attachment 2)
5) Guru menjelaskan peraturan permainan.
6) Siswa secara berkelompok berdiskusi untuk membuat cerita sesuai
gambar yang didapatkan pada masing-masing kelompok, kemudian
menuliskan cerita tersebut.
Production
3) Siswa diminta untuk membuat kalimat sesuai dengan gambar yang
diberikan oleh guru. (attachment 3)
4) Siswa membuat sebuah kalimat berdasarkan gambar yang diberikan.
168
Pertemuan Kedua
Kegiatan Inti
Presentation
3) Siswa mempelajari contoh teks recount. (attachment 4)

4) Siswa diminta untuk membaca, melengkapi dan mengidentifikasi
generic structure dan language features dari teks tersebut.
Practice
4) Siswa diminta untuk outlining gagasan cerita berdasarkan runtutan

gambar yang diberikan.(attachment 5)
5) Siswa diminta untuk menuliskan cerita berdasarkan hasil outlining.
Production
2) Guru memberikan feedback pada cerita yang telah dibuat oleh siswa.
3) Siswa menuliskan kembali cerita berdasarkan feedback yang telah
diberikan oleh guru.
Penutup
1 Summarizing “So, what have we learned today?”
2 Merefleksi kegiatan “You did a great job today, any

pembelajaran difficulties?”
3 Berdoa “let’s say a prayer shall we.. amien”

169
H. LEARNING RESOURCES
- Buku :
Priyana, Joko, et al. 2008. Scafolding English for Junior High
School.Depdiknas. Jakarta.
Wadiman, Artono, et al. 2008. English in Focus 2: Grade VIII for
Junior High School..Depdiknas. Jakarta.
Widiati, Utami, et al. 2008. Contextual Teaching and Learning
English.Depdiknas. Jakarta.
- Internet:
http://www.englishexercise.org
http://komuniti.iluvislam.com
I. RUBRIK PENILAIAN
Writing
Aspect Level Score Criteria

Relevant to the topic, give the
Excellent – detail information, and match the
30-27
Very good purpose of recount text
Content
Good - Mostly relevant to the topic, lacks
26-22
Average of detail
Inadequate development of the
Fair - Poor 21-17 topic, almost match to the purpose
of recount text
Does not relate to the topic, does
Very poor 16-13
not match the purpose
Fluent expression, ideas clearly
Excellent –
20-18 stated, well organized, logical
Very good
sequencing, cohesive.
Good - Loosely organized, limited support,
17-14
Organization Average logical but incomplete sequencing.
Fair - Poor 13-10 Non-fluent, ideas confused or
170
unconnected, lacks logical

development and sequencing.
Does not communicate, no
Very poor 9-7 organization, not enough to
evaluate.
Use effective word/ word
Excellent –
20-18 choice/word usage, word form
Very good
mastery.
Occasional errors of word form,
Good -
Vocabulary 17-14 choice, usage but meaning not
Average
obscured
Frequent errors of word form,
Fair - Poor 13-10 choice, usage and meaning
obscured/ confused
Essentially translation, little
Very Poor 9-7 knowledge of English, not enough
to evaluate.
Excellent – Few errors of agreement, tense, and
25-22
Very good word order
Good - Several errors of agreement, tense,
21-18
Language Average and word order
use Frequent errors and meaning
Fair - Poor 17-11
obscured.
Dominated by error, does not
Very Poor 10-5 communicate, not enough to
evaluate
Exemplary mechanism, may have
Excellent – minor errors in punctuation,
5
Very good capitalization, and spelling, need
little or no editing.
Adequate mechanism, have some
errors in punctuation,
Good -
4 capitalization, and spelling, need
Mechanics Average
editing but does not impede
readability
Limited mechanism, consistent
errors of punctuation,
Fair - Poor 3
impedes readability.
Very Poor 2 Inadequate mechanism, serious and
171
consistent errors in punctuation,

impedes
understanding/communication.
Adapted from: Jacobs, 1981
Guru Mata Pelajaran Researcher
Rohmeni Yustiningsih, S.Pd Intan WahyuSaputri
NBM. 1158107 NIM.10202244066

172
Attachment Meeting 1
Practice
1. 2.
3. 4.
5. 6.
7. 8.
9 .
173
Meeting 2 (Presentation)
Read the text below carefully. Then, fill in the blanks the right verb and identify the
generic structures the text. The questions below will help you to identify the text
My Holiday Orientaion:
Who?
Last week I (go) ______ to Mount Bromo. I ________________________
(stay) ______ at my friend's house in Probolinggo, Where?
________________________
East Java. The house has a big garden with colorful When?
________________________
flowers and a small pool.
In the morning, my friend and I (see) _______ Sequence of events:
What he/she did?
Mount Batok. The scenery (be) ______ very 1)
beautiful. We (ride) ____ on horseback. It was 2)
3)
scary, but it was fun. Then, we went to get a closer 4)
5)
look at the mountain. We (take) _______ pictures 6)
of the beautiful scenery there. After that, we took a 7)
8)
rest and had lunch under a big tree. Before we got
Reorientation:
home, we went to the zoo at Wonokromo. We What the writer feels?
went home in the afternoon. _______________________
_______________________
We (be) ______ very tired. However, I think it
was really fun to have a holiday like this. I hope my
next holiday will be more interesting.
The series of pictures below tell you about the past experience. Make a story based on
the picture series below.
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174
175
The researcher and the students discussed the text
The students wrote a recount text based on the picture series

176
The students did a task
The students worked in groups

177
The students worked in groups
The students wrote a story based on the pictures on the white board
178
179
180

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IMPROVING THE WRITING SKILLS OF RECOUNT TEXTS

BY USING PICTURE SERIES FOR THE EIGHTH GRADE

Presented as a Partial Fulfillment of the Requirements for theattainment of the Degree of

Intan Wahyu Saputri

ENGLISH EDUCATION DEPARTMENT

This thesis dedicated to my parents Sarno, A.Md and Sri

Lejartiningsih who have always loved me unconditionally. This thesis

also dedicated for my husband to be Irvan Gilang Restiarto who never

stops loving and supporting me.

“So which of the favors of your Lord would you deny?”

“Habis gelap terbitlah terang.”

“Jangan takut akan bayangan. Hadapi!”

(Irvan Gilang Restiarto)

Alhamdulillahirobbil’alamin, the greatest praiseis only to Allah SWT, the

Yogyakarta, October 20th, 2014

TITLE PAGE ....................................................................................... i

CHAPTER II:LITERATURE REVIEW

CHAPTER III:RESEARCH METHODOLOGY

A. Field notes ....................................................................................... 78

Table 1 : Standard of Competence and Basic Competence of

Figure 1 : The Writing Process Stages Called the Process Wheel... 10

Intan Wahyu Saputri

This chapter presents the background of study, identification of the

problem, limitation of the problem, formulation of the problem, objective of the

research and significance of the study.

A. Background of the Study

English is very important because it becomes a global or international

English is implemented as a first or second language around the world. It means

languages around the world. English can be implemented in science, business,

technology, and education.

In Indonesia, English is implemented as a foreign language. Indonesian

students learn English as a foreign language because it becomes a subject. Harmer

be implemented in four skills, such as listening, speaking, reading, and writing.

or high-technology. Then, the writing skill must be taught to and learned by

explore the idea and other communication activities.Writing is categorizedas a

productive skill. Teaching materials and media are developed by teacher in

interesting media and it will help them to learn English easily.

Learning media have a great influence in education system to explore

media to facilitate the teacher and students’ knowledge. In addition, learning

Teachers, as facilitators, must be well-prepared to teach students in front

be used as a guideline for students in completing a task.

applicable by teacher to teach students in writing. Furthermore, the use of media

accuracy, vocabulary, and correct organization of contents.

The researcher foundthat there are some problems occurred in writing

often made some mistakes in grammatical errors in their writing. It is very

common when students write, because they were undeveloped in grammatical

mastery. Afterwards, they do not organize the sequence of paragraphs well.

Based on the observation in SMP Muhammadiyah 2 Kalasan, there are

teacher used a coursebook in teaching writing and rarely usedpictures as media.

writing were not sufficient. Furthermore, students hadlow motivation in

was done in an old fashioned way.

students when he or she teaches writing.

B. Identification of the Problem

Based on the classroom observation, there were some problems found in

SMP Muhammadiyah 2 Kalasan. The students’ writing problems were related to

the processes of developing idea and constructing a coherent and cohesive

paragraph, grammatical errors, the preference of suitable words in wiriting and

insufficient use of teaching media.

work to the researcher.

Second, the students could not construct a coherent and cohesive

and learning process.

to make students motivated in learning writing.

C. Limitation of the Problem